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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…mehr
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.
Laura Saunders is associate professor at Simmons University School of Library and Information Science, teaching in the areas of reference, instruction, and academic libraries. Prior to earning her PhD, she worked as an academic reference librarian and in circulation at a public library. She earned her master's of library and information science and her PhD at Simmons University.
Inhaltsangabe
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
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
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