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三田図書館・情報学会誌論文(論文ID LIS081023)

Promoting the Integration of Information Literacy into the Curriculum through the Accreditation Standards: A Focus on Change in Description of Standards of the Middle State Commission on Higher Education in the United States
No.81, p.23-44





Purpose: With a focus on U.S. accreditation standards to promote information literacy in American higher education, this paper aims to clarify how accreditation bodies have sought to position information literacy within higher education.

Methods: The transition of the description until the information literacy was formally described as a part of the curriculum was examined.

Results: In 1994, for the first time, the Middle States Commission on Higher Education made information literacy a necessary skill for all students. However, in the 1994 version, information literacy was entered only in the library section, leaving the possibility that information literacy can be recognized as “belonging to the library” not only by university administrators and faculty members, but also by librarians. In the 2002 version, with the emphasis on assessment of learning outcomes, information literacy was described as an essential learning outcome in all academic disciplines in the section on the curriculum. The integration of information literacy into the curriculum of the Middle State Commission on Higher Education was realized not in the context of utilizing libraries and information resources but in the improvement of teaching and learning through outcome assessment.