Regional Accreditation Organizations' Treatment of Information Literacy: Definitions, Collaboration, and Assessment

Saunders, Laura

doi:10.1016/j.acalib.2007.01.009

Cited by 57 publications

(20 citation statements)

References 4 publications

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“…Weiner 2011, p. 89); digital, media, health, and other literacies (Garner 2006, p. 5). Many postsecondary educational institutions include information literacy as an expected learning outcome for students (College Learning 2007, p. 3;Saunders 2007). Information literacy is becoming an integral part of institutional planning: 33% of college and universities in the U.S. incorporated information literacy into their institutional mission statements in 2010 (Supplemental Academic 2010, Table 13).…”

Section: Introductionmentioning

confidence: 99%

Who Teaches Information Literacy Competencies? Report of a Study of Faculty

Weiner¹

2014

College Teaching

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ABSTRACT.Information literacy is recognized as an essential competency for educational success. It relates to all disciplines but is not a separate discipline, so it is not clear who takes responsibility for teaching this competency to undergraduates. This is a report of a survey conducted to better understand the extent to which teaching information literacy concepts by faculty occurred in a research university. The results indicated that faculty in the disciplines generally teach information literacy competencies to undergraduate students without collaborating with others on their campus. Many faculty also had the expectation that students know how to avoid plagiarism, find articles and books, and define topics for their projects before students take their courses. There were disciplinary differences in providing instruction in critical evaluation and avoiding plagiarism. Tenured faculty tended to provide instruction in defining a topic; finding articles and books; and synthesizing information. Non-tenured faculty tended to teach students to avoid plagiarism.

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Section: Introductionmentioning

confidence: 99%

Who Teaches Information Literacy Competencies? Report of a Study of Faculty

Weiner¹

2014

College Teaching

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“…(4) Information literacy skills prepare students to become lifelong learners and successful professionals. ACRL recognizes that imparting these skills is a key component of the "mission of higher education," and many accrediting agencies agree with that assertion (Saunders 2007). ACRL clearly indicates that the development of these skills extends "beyond formal classroom settings" and can happen on the job.…”

Section: Introductionmentioning

confidence: 94%

How Well Are We Preparing Them?: An Assessment of First-Year Library Student Assistants’ Information Literacy Skills

Folk

2014

College & Undergraduate Libraries

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the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. Abstract Objective-To examine the information literacy skills of first year library student assistants, in comparison to first year students who are not library assistants. Additionally, the study investigates whether information literacy skills of library student assistants increased more than those of the general student population during their first semester at college. Design-Pretest/posttest. Setting-Two regional campuses of a research university in the United States of America. Subjects-First-year students, including library student assistants and students in the Freshman Seminar course. At one regional campus, 103 first-year students, including 5 library student assistants, completed the pretest. At the same campus, 75 first year students, including 5 library student assistants, completed the posttest. At the other campus, 30 first-year students, including 3 library student assistants, completed the pretest, and 26 first-year students, including 2 library student assistants, completed the posttest. Methods-The researcher distributed a pretest and posttest that included demographic questions and 11 items related to information literacy to first-year students. The pretest was given within the first two weeks of the fall

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“…The issue's chances dramatically increase when all three streams-problems, policies, and politics-are coupled in a single package" (Zahariadis, 1999). An example might be the problem of education (Saunders, 2007). Ralph Wolff, Director of one of these organizations (the Western Association of Schools and Colleges) commented that all of the regional organizations agreed that student learning is central to accreditation.…”

Section: Recommendations For Effecting Policy Changesmentioning

confidence: 99%

How Information Literacy Becomes Policy: An Analysis Using the Multiple Streams Framework

Weiner¹

2011

lib

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There is growing recognition that information literacy is a critical skill for educational and workplace success, engagement in lifelong learning, and civic participation. To be considered for allocations of financial and human resources, information literacy must become a policy priority for institutions and societies. Although there has been some progress in this area since 1974, when the term was coined, information literacy is not yet a priority for many organizations or governments. There is no published examination of factors that may influence the adoption of information literacy as a policy priority. This article explores aspects of the policy process from a U.S. perspective that can favor or impede the inclusion of information literacy on political agendas. It examines these questions through the multiple streams framework of policy processes. It proposes recommendations to help those who advocate for information literacy to effect policy changes. It identifies areas for research that would help information literacy policy advocates demonstrate need.

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Regional Accreditation Organizations' Treatment of Information Literacy: Definitions, Collaboration, and Assessment

Cited by 57 publications

References 4 publications

Who Teaches Information Literacy Competencies? Report of a Study of Faculty

Who Teaches Information Literacy Competencies? Report of a Study of Faculty

How Well Are We Preparing Them?: An Assessment of First-Year Library Student Assistants’ Information Literacy Skills

How Information Literacy Becomes Policy: An Analysis Using the Multiple Streams Framework

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