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Information Literacy as a Student Le...

Saunders, Laura.

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Information Literacy as a Student Learning Outcome: As Viewed from the Perspective of Institutional Accreditation.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Information Literacy as a Student Learning Outcome: As Viewed from the Perspective of Institutional Accreditation./
作者:	Saunders, Laura.
面頁冊數:	390 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
Contained By:	Dissertation Abstracts International72-06A.
標題:	Library Science. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3452631
ISBN:	9781124599281

Information Literacy as a Student Learning Outcome: As Viewed from the Perspective of Institutional Accreditation.
Saunders, Laura.

Information Literacy as a Student Learning Outcome: As Viewed from the Perspective of Institutional Accreditation. - 390 p.

Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .

Thesis (Ph.D.)--Simmons College, 2010.

Information literacy, defined as the ability to locate, access, evaluate, and use information, is important to students' academic success, and an essential learning outcome. Student learning outcomes outline changes in students' knowledge and abilities resulting from their education. Defining learning outcomes at the course, program, and institutional levels, institutions can document student progress, use data to improve learning, and offer evidence of student achievement.

ISBN: 9781124599281Subjects--Topical Terms:

881164
Library Science.

Information Literacy as a Student Learning Outcome: As Viewed from the Perspective of Institutional Accreditation.
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520 $a For accreditation reviews, institutions prepare self-study reports that offer insight into approaches to learning outcomes and assessment, including how they prioritize learning outcomes, deliver instruction, and assess learning. The Middle States Commission on Higher Education, one of six regional accreditation organizations, includes information literacy in its standards. A content analysis of 97 (36.7 percent) self-study documents of the 264 institutions accredited by the Middle States Commission examined how these institutions address standards for information literacy in their curricula.
520 $a Based on these findings, four institutions were chosen as case studies. Analysis of data from these institutions uncovered several themes: (1) collaboration is necessary to integrate information literacy into the curriculum and assess learning outcomes, but most collaboration occurs at the course level, and institutions often confuse evaluation with assessment; (2) there should be greater accountability and transparency regarding learning outcomes; (3) achieving integrated information literacy, with assessment for improvement, and greater accountability and transparency, may require changes in institutional culture; (4) leaders must emerge to facilitate and inspire such changes.
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