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. Figures and tables
End-of-chapter references and a final bibliography A subject index
General
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