Library and Information Science

Library and Information Science ISSN: 2435-8495
三田図書館・情報学会 Mita Society for Library and Information Science
〒108‒8345 東京都港区三田2‒15‒45 慶應義塾大学文学部図書館・情報学専攻内 c/o Keio University, 2-15-45 Mita, Minato-ku, Tokyo 108-8345, Japan
Library and Information Science 81: 23-44 (2019)

原著論文Original Article

アクレディテーション基準を通じた情報リテラシーのカリキュラムへの統合の推進米国中部地区基準協会の基準における記述の変遷に着目して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

帝京大学学修・研究支援センターCenter for Active Engagement and Student Learning, Teikyo University ◇ 〒192–0395 東京都八王子市大塚359番地 ◇ Otsuka 359, Hachioji, Tokyo 192-0395, Japan

受付日:2018年6月25日Received: June 25, 2018
受理日:2019年5月22日Accepted: May 22, 2019
発行日:2019年7月30日Published: July 30, 2019




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.

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