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Bradley - Information literacy in the programmatic university accreditation standards of select professions in Canada, the United States, the United Kingdom, and Australia

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Bradley - Information literacy in the programmatic university accreditation standards of select professions in Canada, the United States, the United Kingdom, and Australia

  1. 1. Information Literacy in the Programmatic UniversityAccreditation Standards of SelectProfessions in Canada, the United States, the United Kingdom, and Australia Cara Bradley University of Regina Saskatchewan, Canada
  2. 2. AccreditationOfficial certification that a school,course, etc., has met standardsestablished by external regulators; aprofessional endorsement orqualification of this kind.– Oxford English Dictionary
  3. 3. Why Accreditation?• Quality control• Student employability• Workforce mobility• Public safety• Continuous improvement
  4. 4. Accreditation—The Process Data gatherin g Self- Self- reflectio study n report Accredit- ation Site visit report
  5. 5. Accreditation Levels Institutional Accreditatio n Programmati Programmati c c Accreditation Accreditation i.e. Nursing i.e. Engineering
  6. 6. Information Literacy and Accreditation• Limited literature about libraries and institutional accreditation – Dalrymple (2001); Gratch-Lindauer (2002)• Even less on information literacy and institutional accreditation – Saunders (2007, 2008, 2011)
  7. 7. But what about IL in programmatic accreditation?• Saunders notes her ―focus is . . . on information literacy and assessment requirements at the institutional level, not the program or course level, which is also relevant‖ (2007, p. 320).• Ruediger & Jung 2007; Milne & Thomas 2008; Oxnam 2003; Murphy & Saleh 2009
  8. 8. Social Work Nursing EngineeringCanada Standards for accreditation. Accreditation program Accreditation criteria and procedures. information. Canadian Engineering Accreditation Canadian Association for Social Board Work Education Canadian Association of Schools of NursingUnited Educational policy and NLNAC accreditation manual Criteria for accrediting engineeringStates accreditation standards. including the 2008 standards and programs: effective for reviews during criteria. the 2012-2013 accreditation cycle. Council on Social Work Education National League for Nursing Engineering Accreditation Accrediting Commission, Inc. Commission. Accreditation Board for Engineering and TechnologyUnited Standards of education and Standards for pre-registration The accreditation of higher educationKingdom training. nursing education. programmes: UK standard for professional engineering competence. Health & Care Professions Council Nursing & Midwifery Council Engineering CouncilAustralia Australian social work education Registered nurses: standards and Accreditation criteria guidelines. and accreditation standards. criteria for the accreditation of Engineers Australia. Accreditation nursing and midwifery courses Australian Association of Social Board leading to registration, Workers enrolment, endorsement and authorisation in Australia—with evidence guide. Australian Nursing and Midwifery Council
  9. 9. Guiding Principles• Undergraduate only• Version in use December 2012• Main accreditation document• Supplemental documents excluded
  10. 10. Methodology• Content analysis – Macro-level for key terms – Nuanced qualitative analysis • Deductive category application – ACRL standards formed basis of categories
  11. 11. Objective 1• Determine if, and in what context, the terms library and information literacy (or equivalent language) are used in nursing, social work, and engineering accreditation criteria.
  12. 12. Findings• Outcomes rather than inputs – Except in (rare) references to the library• Complete absence of term ―information literacy‖
  13. 13. Findings, continued• Terminology varies within the professions themselves Nursing Social Work Canada ―evidence‖ ―social work research‖ US ―evidence‖ ―evidence‖ ―research based knowledge‖ UK “evidence” “evidence based” Australia ―nursing ―evidence‖ inquiry‖ ―research‖
  14. 14. Findings, continued• Engineering terminology closest to LIS language: – ―information‖ – ―sources‖ – ―technical literature‖ – ―materials and resources‖
  15. 15. Findings, continuedLIFELONG LEARNING!
  16. 16. Objective 2• Map the connections between requirements outlined in nursing, social work, and engineering accreditation standards of four countries: Canada, the United States, the United Kingdom, and Australia, to the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education.
  17. 17. Standard 1: Determines the nature and extent of the information needed “frame appropriate questions” ―seeking information ―Appreciate “seek out “use appropriate from the the value of relevant knowledge and widest evidence‖ research” skills to identify, practicable formulate . . “understand “seek . . . current range of complex the value of evidence” sources‖ ―using engineering research” research‖ problems” Nursin Social Work Engineering g
  18. 18. Standard 2: Accesses needed information effectively and efficiently “an ability to create, select, ―ability to apply, adapt, systematicall and extend y and appropriate“Accesses ―distinguish . . effectively techniques,commonly . multiple source . . . resources, andused evidence sources of relevant modernbased sources” knowledge, information‖ “information engineering including retrieval tools to a range research- skills” of engineering based activities “ knowledge‖Nursin Social Work Engineering g
  19. 19. Standard 3: Evaluates information and its sources critically and incorporates selectedinformation into his or her knowledge base and value system “critically evaluate ―acquire arguments, knowledge and assumptions, abstract skills to critique concepts and data” ―be able to . . . . . social work . appraise “to assess the research” research‖ ―think critically . . . accuracy, ―synthesis of “Learners identifying the reliability and information in acquire and knowledge used‖ authenticity of order to apply critical information” reach valid “appraise . . . multiple appraisal skills” sources of knowledge” conclusions‖ Nursin Social Work Engineering g
  20. 20. Standard 4: Individually or as a member of a group, uses information effectively to accomplish a specific purpose―All practice should be ―communicate “apply social work information, ideas,informed by the best knowledge, as well as problems and solutionsavailable evidence” knowledge from other to both specialist and―an understanding of all disciplines, to advance non-specialistaspects of nursing “ability to use and apply professional practice, policy audiences‖inquiry and skills in information from the technical development, research, and “use research literature” “developing a propensityapplying research to serviceevidence to inform provision”their practice‖ practice” to . . . apply new information” Nursin Social Work Engineering g
  21. 21. Standard 5: Understands many of the economic, legal, and social issues surrounding the use ofinformation and accesses and uses information ethically and legally ―an understandin “Understanding g of of and professional “develop an ―use of process commitment to and ethical recordings, ethical and understanding of responsibility‖ the ethics of audio and “awareness of professional research and of videotapes and the nature of responsibilities applying research social media, intellectual to practice” and clearly property” identifying ownership of such material.‖ Nursin Social Work Engineering g
  22. 22. Objective 3• Identify possible entry points for librarians looking to advance information literacy efforts through alignment with programmatic accreditation criteria, and raise awareness of the potential for librarian/faculty collaboration in meeting accreditation requirements.
  23. 23. Findings• Librarians should: – Familiarise themselves with accreditation bodies and standards for their liaison areas – Become active partnership in the accreditation process – Approach academic departments to offer assistance – Use language of accreditation documents rather than LIS terminology
  24. 24. Findings, continued– Make explicit connections between their skills and requirements of accreditation– Focus on student learning outcomes rather than inputs– Continually emphasise library contribution to accreditation, not just in months leading up to review– Document, assess, and report on IL initiatives on an ongoing basis
  25. 25. Findings, continued• Over the longer term: – Librarians and their professional associations engaged in development/revision of accreditation standards – Involve non-librarian academics and professionals in future revisions to librarianship’s information literacy standards
  26. 26. Conclusions• Programmatic accreditation is highly valued by faculty and administrators.• There are many outcomes of common concern between the accreditation documents and the library profession’s information literacy standards, helping libraries make explicit connections between their skills and services and accreditation requirements.• Librarians can meaningfully advance information literacy on their campuses through clearly connecting their work with the requirements, and language, of programmatic
  27. 27. Photo creditsAll photos are from flickr. com, and have a Creative Commons license:• Slide 1: University of Regina, jimmywayne [Jimmy Emerson]• Slide 2: Foggy, computer_saskboy• Slide 3: Huskies at Rams Playoffs, Huskies Outsider [Huskies Football]• Slide 9: Mosaic Regina - First Nations Pavillion, courosa [Alec Couros]• Slide 10: URegina Interior, dexotaku [Derek Gunnlaugson]• Slide 11: University of Regina, Bipro Ranjan Dhar• Slide 12: University of Regina, courosa [Alec Couros]• Slide 14: Library, jimmywayne [Jimmy Emerson]• Slide 15: College Campus, ahhhh [Ahmad van der Breggen]• Slide 22: University of Regina [360 pano], dexotaku [Derek Gunnlaugson]• Slide 25: Mosaic Regina – First Nations Pavillion, courosa

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