Information Literacy as a Student Learning Outcome

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.

A subject index

IllustrationsForewordAcknowledgments1. IntroductionA Brief History of Information LiteracyDevelopment of Information LiteracyInformation Literacy as a Learning OutcomeAssessment of Information Literacy Learning OutcomesDebating DefinitionsConclusion2. Accreditation and Higher Education in the United StatesOverview of AccreditationA Brief History of Accreditation in the United StatesOverviewThe Council on Higher Education AccreditationAccreditation ProcessStakeholders Interested in Learning OutcomesDirect StakeholdersIndirect StakeholdersPurposes of AccreditationAccountabilityImproving the Quality of the Educational ExperienceAssessmentOutcomes AssessmentAssessment for Quality ImprovementInformation Literacy as a Learning OutcomeMiddle States Commission on Higher EducationConclusion3. The Study's Reflective Inquiry and ProceduresProblem StatementLiterature ReviewThe Library: Roles and ResponsesCollaboration/Partnerships for Instruction and AssessmentAccountability and TransparencyInstitutional CultureLeadershipProceduresPopulationMethodologyLimitationsConclusion4. Quantitative Findings of Institutes Accredited by the Middle States Commission and Case Study SelectionResponse RatesAge of ReportIncidence of Information LiteracyInformation Literacy: Uses and ContextsIntegration at Various LevelsDivision of Responsibilities and Attention to Competency AreasInformation Literacy: ThemesCollaborationAssessmentAccountability and TransparencyInstitutional CultureLeadershipCase Study SelectionConclusion5. Quantitative Findings for Phase Four: The Remaining Five RegionsDifferences in Regional AccreditationIncidence of Information LiteracyInformation Literacy in ContextIntegration at Various LevelsDivision of Responsibility and Attention to Competency AreasInformation Literacy: ThemesCollaborationAssessmentAccountability and TransparencyInstitutional CultureLeadershipRegional Differences RevisitedQuality Enhancement Plans for Information LiteracyConclusion6. Updates to the Middle States Commission RegionUpdated FindingsCollaborationAssessment, Accountability, and TransparencyInstitutional Culture and LeadershipComparison of Successive Self-Study DocumentsConclusion7. CollaborationFramework for Information Literacy CollaborationA Typology of CollaborationCourse-Level CollaborationProgram-Level CollaborationInstitutional-Level CollaborationCross-Campus CollaborationCollaboration at Degree LevelsDivision of ResponsibilitiesBarriers to CollaborationStatus of the Library and LibrarianFaculty ReticenceSegregation of Information LiteracyUnderstanding Information LiteracyUnderstanding RolesCulture and CollaborationBenefits of CollaborationBuilding BridgesConclusion8. Assessment of Learning Outcomes for Information LiteracyInformation Literacy Assessment: Its ContextsCourse-Level AssessmentProgram-Level AssessmentInstitutional-Level AssessmentDefining Learning Outcomes for Information LiteracyTypes of Assessment ActivitiesAssessment at Case Study InstitutionsAssessment for Student OutcomesUses of Assessment DataEstablishing a ProgramConclusion9. Accountability and TransparencyIndividual Responses and Levels of TransparencyReasons for Declining to ParticipateHigher Levels of TransparencyAccountability, Transparency, and Information LiteracyAccountability and Transparency: A Broader PerspectiveStakeholder DemandsAccountability: Measuring AchievementCosts and OutcomesConcerns about Student LearningTransparency: Quality and Accessibility of InformationAccreditation Concerns and ResponsesInternational Context and CompetitionThe Higher Education ActInstitutional Concerns and ResponsesConclusion10. Institutional CultureDefinitions of Institutional and Organizational CulturesInteractions Across and Among CulturesImportance of Cultural SensitivityConclusion11. Leadership for Information LiteracyDefinitions of LeadershipTeacher LeadersLibrarians and LeadershipRelationship BuildingInstitutional Understanding and InvolvementCreating a Shared VisionTaking RisksSupport from Administrators and FacultyIncentives and RewardsExternal PressureConclusion12. Looking to the FutureInformation Literacy in ContextCurrent IssuesOwnership and Information LiteracyLeadership and Information LiteracyAssessmentAssessment for ImprovementMoving ForwardThe Role of AccreditationFurther ResearchExpectations and RealityConclusionBibliographyIndex