Purpose -The purpose of this paper is to provide an annotated bibliography of resources on the topic of academic librarians collaborating with English composition faculty and instructors for the implementation of information literacy instruction into English composition courses. Design/methodology/approach -In order to find relevant resources for the bibliography, the author consulted a library catalog, the WorldCat database, to find books not available in the local library, and databases to find journal articles. Databases consulted include a general database, an information science-related database, and a library and information science-related database. Findings -Whenever librarians collaborate with English composition faculty for information literacy, students' information literacy skills are improved. Research limitations/implications -This bibliography is limited to the time period 1998-2007. Articles and books published before 1998 are not included. Also, popular magazines articles and newspapers articles are not included. Practical implications -This paper will be helpful to academic librarians who want to collaborate with English composition faculty members for information literacy instruction. Several examples of this type of collaboration are provided. Originality/value -This paper is a useful contribution on this topic to the library literature. Particularly, it contributes to the library literature pertaining to information literacy. Also, a database search indicates that this paper is the first annotated bibliography on its topic.
This article presents the results of a survey that focused on the perceived effects of the six American Library Association (ALA) accreditation standards on ALA accredited library education programs in the United States. The standards as they pertain to specific aspects of the programs are as follows: Standard 1 missions, goals, and objectives; Standard 2 curriculum; Standard 3 faculty; Standard 4 students; Standard 5 administration and financial support; and Standard 6 physical resources and facilities (ALA 2000). In order to conduct the survey, a questionnaire was developed and e-mailed to the deans or chairs of the forty-nine ALA accredited library education programs in the United States.Those who did not respond to the questionnaire were e-mailed a second time.The questionnaire asked respondents to provide their opinions regarding the effects of ALA accreditation standards on their programs. Also, they were asked to provide the following information: location within the United States, the number of full-time equivalents (FTEs) enrolled, and the age of their programs.Out of the forty-nine recipients, there were twenty-five respondents (51 percent).Conclusions drawn from the study were that the six ALA accreditation standards combined were perceived as having more influence overall than the individual standards. Although the conclusions of the study were predictable, the study had significance since it provided specific information and data regarding professional perceptions of ALA accreditation and library education programs.
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