Information Literacy as a Student Learning Outcome
The Perspective of Institutional Accreditation
1st Edition
Published on 29. June 2011
300 pages
978-1-59884-853-3 (ISBN)
Description
This nationwide analysis documents how institutions of higher education are responding to demands for accountability and transparency by implementing and assessing learning goals for information literacy.
Stakeholders in higher education across the country-including students, parents, research and policy organizations, and government agencies-are demanding greater accountability and transparency from institutions in how they are promoting quality and improvement in colleges and universities. Indeed, as the cost of tuition rises, colleges and universities as well as the organizations which accredit them are coming under increased scrutiny. Logically, student learning outcomes, assessment, and accreditation are all constantly under the magnifying glass.
Information Literacy as a Student Learning Outcome: The Perspective of Institutional Accreditation fills a gap in the current literature by inspecting how institutions nationwide are fulfilling accreditation standards in the area of information literacy. While the bulk of the book looks at institutions accredited by the Middle States Commission on Higher Education, all six of the regional accreditation areas are addressed. The author also conducted campus visits and interviews at selected institutions in order to provide a more in-depth analysis of these institutions' programs for information literacy.
Stakeholders in higher education across the country-including students, parents, research and policy organizations, and government agencies-are demanding greater accountability and transparency from institutions in how they are promoting quality and improvement in colleges and universities. Indeed, as the cost of tuition rises, colleges and universities as well as the organizations which accredit them are coming under increased scrutiny. Logically, student learning outcomes, assessment, and accreditation are all constantly under the magnifying glass.
Information Literacy as a Student Learning Outcome: The Perspective of Institutional Accreditation fills a gap in the current literature by inspecting how institutions nationwide are fulfilling accreditation standards in the area of information literacy. While the bulk of the book looks at institutions accredited by the Middle States Commission on Higher Education, all six of the regional accreditation areas are addressed. The author also conducted campus visits and interviews at selected institutions in order to provide a more in-depth analysis of these institutions' programs for information literacy.
More details
Edition
1. Auflage
Language
English
Place of publication
New York
United States
Publishing group
Bloomsbury Publishing Plc
Target group
Interest Age: From 7 to 17 years
ISBN-13
978-1-59884-853-3 (9781598848533)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Laura Saunders
Information Literacy as a Student Learning Outcome
The Perspective of Institutional Accreditation
Book
06/2011
Libraries Unlimited Inc
€69.10
Shipment within 15-20 days
Persons
Laura Saunders is assistant professor in the Graduate School of Library and Information Science at Simmons College, Boston, MA.
Content
Illustrations
Foreword
Acknowledgments
1. Introduction
A Brief History of Information Literacy
Development of Information Literacy
Information Literacy as a Learning Outcome
Assessment of Information Literacy Learning Outcomes
Debating Definitions
Conclusion
2. Accreditation and Higher Education in the United States
Overview of Accreditation
A Brief History of Accreditation in the United States
Overview
The Council on Higher Education Accreditation
Accreditation Process
Stakeholders Interested in Learning Outcomes
Direct Stakeholders
Indirect Stakeholders
Purposes of Accreditation
Accountability
Improving the Quality of the Educational Experience
Assessment
Outcomes Assessment
Assessment for Quality Improvement
Information Literacy as a Learning Outcome
Middle States Commission on Higher Education
Conclusion
3. The Study's Reflective Inquiry and Procedures
Problem Statement
Literature Review
The Library: Roles and Responses
Collaboration/Partnerships for Instruction and Assessment
Accountability and Transparency
Institutional Culture
Leadership
Procedures
Population
Methodology
Limitations
Conclusion
4. Quantitative Findings of Institutes Accredited by the Middle States Commission and Case Study Selection
Response Rates
Age of Report
Incidence of Information Literacy
Information Literacy: Uses and Contexts
Integration at Various Levels
Division of Responsibilities and Attention to Competency Areas
Information Literacy: Themes
Collaboration
Assessment
Accountability and Transparency
Institutional Culture
Leadership
Case Study Selection
Conclusion
5. Quantitative Findings for Phase Four: The Remaining Five Regions
Differences in Regional Accreditation
Incidence of Information Literacy
Information Literacy in Context
Integration at Various Levels
Division of Responsibility and Attention to Competency Areas
Information Literacy: Themes
Collaboration
Assessment
Accountability and Transparency
Institutional Culture
Leadership
Regional Differences Revisited
Quality Enhancement Plans for Information Literacy
Conclusion
6. Updates to the Middle States Commission Region
Updated Findings
Collaboration
Assessment, Accountability, and Transparency
Institutional Culture and Leadership
Comparison of Successive Self-Study Documents
Conclusion
7. Collaboration
Framework for Information Literacy Collaboration
A Typology of Collaboration
Course-Level Collaboration
Program-Level Collaboration
Institutional-Level Collaboration
Cross-Campus Collaboration
Collaboration at Degree Levels
Division of Responsibilities
Barriers to Collaboration
Status of the Library and Librarian
Faculty Reticence
Segregation of Information Literacy
Understanding Information Literacy
Understanding Roles
Culture and Collaboration
Benefits of Collaboration
Building Bridges
Conclusion
8. Assessment of Learning Outcomes for Information Literacy
Information Literacy Assessment: Its Contexts
Course-Level Assessment
Program-Level Assessment
Institutional-Level Assessment
Defining Learning Outcomes for Information Literacy
Types of Assessment Activities
Assessment at Case Study Institutions
Assessment for Student Outcomes
Uses of Assessment Data
Establishing a Program
Conclusion
9. Accountability and Transparency
Individual Responses and Levels of Transparency
Reasons for Declining to Participate
Higher Levels of Transparency
Accountability, Transparency, and Information Literacy
Accountability and Transparency: A Broader Perspective
Stakeholder Demands
Accountability: Measuring Achievement
Costs and Outcomes
Concerns about Student Learning
Transparency: Quality and Accessibility of Information
Accreditation Concerns and Responses
International Context and Competition
The Higher Education Act
Institutional Concerns and Responses
Conclusion
10. Institutional Culture
Definitions of Institutional and Organizational Cultures
Interactions Across and Among Cultures
Importance of Cultural Sensitivity
Conclusion
11. Leadership for Information Literacy
Definitions of Leadership
Teacher Leaders
Librarians and Leadership
Relationship Building
Institutional Understanding and Involvement
Creating a Shared Vision
Taking Risks
Support from Administrators and Faculty
Incentives and Rewards
External Pressure
Conclusion
12. Looking to the Future
Information Literacy in Context
Current Issues
Ownership and Information Literacy
Leadership and Information Literacy
Assessment
Assessment for Improvement
Moving Forward
The Role of Accreditation
Further Research
Expectations and Reality
Conclusion
Bibliography
Index
Foreword
Acknowledgments
1. Introduction
A Brief History of Information Literacy
Development of Information Literacy
Information Literacy as a Learning Outcome
Assessment of Information Literacy Learning Outcomes
Debating Definitions
Conclusion
2. Accreditation and Higher Education in the United States
Overview of Accreditation
A Brief History of Accreditation in the United States
Overview
The Council on Higher Education Accreditation
Accreditation Process
Stakeholders Interested in Learning Outcomes
Direct Stakeholders
Indirect Stakeholders
Purposes of Accreditation
Accountability
Improving the Quality of the Educational Experience
Assessment
Outcomes Assessment
Assessment for Quality Improvement
Information Literacy as a Learning Outcome
Middle States Commission on Higher Education
Conclusion
3. The Study's Reflective Inquiry and Procedures
Problem Statement
Literature Review
The Library: Roles and Responses
Collaboration/Partnerships for Instruction and Assessment
Accountability and Transparency
Institutional Culture
Leadership
Procedures
Population
Methodology
Limitations
Conclusion
4. Quantitative Findings of Institutes Accredited by the Middle States Commission and Case Study Selection
Response Rates
Age of Report
Incidence of Information Literacy
Information Literacy: Uses and Contexts
Integration at Various Levels
Division of Responsibilities and Attention to Competency Areas
Information Literacy: Themes
Collaboration
Assessment
Accountability and Transparency
Institutional Culture
Leadership
Case Study Selection
Conclusion
5. Quantitative Findings for Phase Four: The Remaining Five Regions
Differences in Regional Accreditation
Incidence of Information Literacy
Information Literacy in Context
Integration at Various Levels
Division of Responsibility and Attention to Competency Areas
Information Literacy: Themes
Collaboration
Assessment
Accountability and Transparency
Institutional Culture
Leadership
Regional Differences Revisited
Quality Enhancement Plans for Information Literacy
Conclusion
6. Updates to the Middle States Commission Region
Updated Findings
Collaboration
Assessment, Accountability, and Transparency
Institutional Culture and Leadership
Comparison of Successive Self-Study Documents
Conclusion
7. Collaboration
Framework for Information Literacy Collaboration
A Typology of Collaboration
Course-Level Collaboration
Program-Level Collaboration
Institutional-Level Collaboration
Cross-Campus Collaboration
Collaboration at Degree Levels
Division of Responsibilities
Barriers to Collaboration
Status of the Library and Librarian
Faculty Reticence
Segregation of Information Literacy
Understanding Information Literacy
Understanding Roles
Culture and Collaboration
Benefits of Collaboration
Building Bridges
Conclusion
8. Assessment of Learning Outcomes for Information Literacy
Information Literacy Assessment: Its Contexts
Course-Level Assessment
Program-Level Assessment
Institutional-Level Assessment
Defining Learning Outcomes for Information Literacy
Types of Assessment Activities
Assessment at Case Study Institutions
Assessment for Student Outcomes
Uses of Assessment Data
Establishing a Program
Conclusion
9. Accountability and Transparency
Individual Responses and Levels of Transparency
Reasons for Declining to Participate
Higher Levels of Transparency
Accountability, Transparency, and Information Literacy
Accountability and Transparency: A Broader Perspective
Stakeholder Demands
Accountability: Measuring Achievement
Costs and Outcomes
Concerns about Student Learning
Transparency: Quality and Accessibility of Information
Accreditation Concerns and Responses
International Context and Competition
The Higher Education Act
Institutional Concerns and Responses
Conclusion
10. Institutional Culture
Definitions of Institutional and Organizational Cultures
Interactions Across and Among Cultures
Importance of Cultural Sensitivity
Conclusion
11. Leadership for Information Literacy
Definitions of Leadership
Teacher Leaders
Librarians and Leadership
Relationship Building
Institutional Understanding and Involvement
Creating a Shared Vision
Taking Risks
Support from Administrators and Faculty
Incentives and Rewards
External Pressure
Conclusion
12. Looking to the Future
Information Literacy in Context
Current Issues
Ownership and Information Literacy
Leadership and Information Literacy
Assessment
Assessment for Improvement
Moving Forward
The Role of Accreditation
Further Research
Expectations and Reality
Conclusion
Bibliography
Index
