The present contribution reexamines the geometry of a segment of a presumably long-lived fault in Svalbard, the Balliolbreen Fault segment of the Billefjorden Fault Zone, along which presumably two basement terranes of Svalbard accreted in the early-mid Paleozoic after thousands of kilometers strike-slip displacement. We performed structural fieldwork to Billefjorden in central Spitsbergen and interpreted satellite images. Field observations demonstrate that the Balliolbreen Fault formed as a top-west thrust fault in the early Cenozoic and that weak sedimentary units such as shales of the Lower Devonian Wood Bay Formation and coals of the uppermost Devonian-Mississippian Billefjorden Group partitioned deformation, resulting in significant contrast in deformation intensity between stratigraphic units. For example, tight early Cenozoic folds are localized in shales of the Wood Bay Formation and contemporaneous top-west brittle-ductile thrusts within coals of the Billefjorden Group, whereas Pennsylvanian deposits of the Hultberget (and/or Ebbadalen?) Formation are simply folded into gentle open folds. Rheological contrasts also resulted in the development of décollements locally, e.g., between tightly folded strata of the Wood Bay Formation and Billefjorden Group and flat-lying, brecciated limestone-dominated strata of the Wordiekammen Formation. Despite the limited quality and continuity of outcrops in the area, the eastward-thickening character (i.e., away from the fault) of Pennsylvanian deposits of the Hultberget, Ebbadalen, and Minkinfjellet formations suggests that the fault did not act as a normal fault in Pennsylvanian times. The study suggests that strain partitioning of early Cenozoic Eurekan contraction alone may explain the deformation patterns in Paleozoic rock units in central Spitsbergen, i.e., that Late Devonian Svalbardian contraction is not required, and that a major segment of the Billefjorden Fault Zone formed in the early Cenozoic. The present work illustrates the crucial need for interdisciplinary approaches and composite educational backgrounds in science.
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