Evolution of Accreditation Standards in Library and Information Studies

undefined
 
2023 vs 2015, Or, Where
Has My Standard Gone?
 
Standards for Accreditation of Master’s Programs in Library and Information Studies
American Library Association  Annual Conference: Committee on Accreditation Open
Meeting: June 29, 2024
 
Standard I –
Systematic
Planning
 
Scope
The program’s implementation of an ongoing, broad-based,
systematic planning process involves the constituencies that the
program seeks to serve, including members of traditionally
underrepresented and historically underserved groups, and results in
improvements to and innovations in the program
 
Standard I –
Systematic
Planning
 
3 standards, with 3 subordinate clauses (2023) vs. 6
standards, with 13 subordinate clauses (2015)
 
Standard I continues to be focused on Systematic
Planning
Simplified to include only three areas:  I.1 Mission and Goals;
I.2 Process; and I.3 Plan.
The elements of Systematic Planning continue to be
important, but are now less restrictive to allow programs to
align with unit and university systematic planning
 
Standard I –
Systematic
Planning
 
I.1 (2023)  Mission and Goals
I.2 (2023)  Process
I.3 (2023)  Plan
 
Standard I –
Systematic
Planning
 
I.1 (2015)  Mission and Goals
Correlates to I.1 (2023)  Mission and Goals
 
I.2 (2015)  Student Learning Outcomes
Moved to II (2023)
 
I.3 (2015)  Program Goals & Objectives
No direct correlation – imbued throughout 2023 standards
 
Standard I –
Systematic
Planning
 
I.4 (2015)  Program evaluation
Correlates to I.3 (2023)  Plan
 
I.5 (2015)  Explicit, Documented Evidence
Correlates to I.3 (2023)  Plan
 
I.6 (2015)  Systematic Planning Used for Program
Improvement
Correlates to I.2.3 (2023)  Process
 
 
Standard II –
Program-Level
Learning
Outcomes and
Curriculum
 
Scope
Program-level learning outcomes describe what students are
expected to know and be able to do by the time of graduation. The
curriculum provides descriptions of different courses of study,
specializations, or other variations of study. The evaluation includes
attainment of outcomes collectively across the program.
 
Standard II –
Program-Level
Learning
Outcomes and
Curriculum
 
5 standards, with 0 subordinate clauses (2023) vs. 7
standards, with 6 subordinate clauses (2015)
 
Standard II continues to be focused on Curriculum
Features the addition of learning outcomes, clarified to
emphasize these are program level (not individual course)
level outcomes
Many standards have been revised, simplified, and made less
redundant to allow programs more freedom in designing
resilient MLIS programs for the future
 
Standard II –
Program-Level
Learning
Outcomes and
Curriculum
 
II.1 (2023)  Ethics and Values
II.2 (2023)  Program-level Learning Outcomes
II.3 (2023)  Curriculum
II.4 (2023)  Program Completion
II.5 (2023)  Evaluation
 
Standard II –
Program-Level
Learning
Outcomes and
Curriculum
 
II.1 (2015)  Curriculum Goals & Objectives
Correlates to II.1 (2023)  Ethics & Values
 
II.2 (2015)  Information Resources, Services, and
Technologies
Correlates to II.2 (2023)  Program-level Learning Outcomes
 
II.3 (2015)  Coherent Programs of Study
Coherent programs of study correlates to II.4 (2023)  Program
Completion
Other curriculum requirements correlate to II.2 (2023)
Program-level Learning Outcomes
 
Standard II –
Program-Level
Learning
Outcomes and
Curriculum
 
II.4 (2015)  General and Specialized Curricula Design
Correlates to II.2 (2023)  Program-level Learning Outcomes
 
II.5 (2015)  Continual Evaluation
Correlates to II.5 (2023)  Evaluation
 
II.6 (2015)  Documented Evidence
Correlates to II.5 (2023)  Evaluation
 
II.7 (2015)  Demonstration of Evidence Use in Planning
Correlates to II.5 (2023)  Evaluation
 
Standard III –
Faculty
 
Scope
The faculty are diverse in representation and have the necessary
qualifications, achievements, and resources to support the program.
Faculty performance is regularly evaluated by criteria relevant to the
program
 
Standard III –
Faculty
 
6 standards (2023) vs. 10 standards (2015)
 
Standard III continues to be focused on Faculty
Less prescriptive, giving programs more flexibility to hire
faculty to meet program needs and strengthening attention
on diversity
Elements of Standard V (2015) regarding compensation and
other supports have been moved to Standard III (2023)
 
Standard III –
Faculty
 
III.1 (2023)  Faculty Diversity
III.2 (2023)  Program Faculty
III.3 (2023)  Faculty Qualifications
III.4 (2023)  Faculty Workload
III.5 (2023)  Faculty Support
III.6 (2023)  Faculty Evaluation and Development
 
Standard III –
Faculty
 
III.1 (2015)  Capable of Achieving Program Objectives
Correlates to III.2 (2023)  Program Faculty
 
III.2 (2015)  Teaching, Research, and Service
No direct correlation – imbued throughout III (2023)
 
III.3 (2015)  Recruitment and Retention
Correlates to III.1 (2023)  Faculty Diversity
 
Standard III –
Faculty
 
III.4 (2015)  Qualifications
Correlates to III.3 (2023)  Faculty Qualifications
 
III.5 (2015)  Research and Scholarship
Correlates to III.3 (2023)  Faculty Qualifications
 
III.6 (2015)  Diversity of Backgrounds and Academic
Study
Correlates to III.3 (2023)  Faculty Qualifications
 
III.7 (2015)  Faculty Assignments
Correlates to III.4 (2023)  Faculty Workload
 
 
Standard III –
Faculty
 
III.8 (2015)  Systematic Evaluation of Faculty
Correlates to III.6 (2023)  Faculty Evaluation & Development
 
III.9 (2015)  Documented Evidence of Evaluation
Correlates to III.6 (2023)  Faculty Evaluation & Development
 
III.10 (2015)  Evaluation Used for Program Improvement
Correlates to III.6 (2023)  Faculty Evaluation & Development
 
Standard IV –
Students
 
Scope
The program has processes and systems to recruit, retain, and
support students and prospective students, as well as the evaluation
and continuous improvement of those processes and systems
 
Standard IV –
Students
 
3 standards, with 0 subordinate clauses (2023) vs. 8
standards, with 6 subordinate clauses (2015)
 
Standard IV continues to be focused on Students
Student health & safety has been added
Some elements, notably student plan of study, moved to II
(2023)  Curriculum
 
Standard IV –
Students
 
IV.1 (2023)  Student Diversity
IV.2 (2023)  Public Information
IV.3 (2023)  Student Qualifications
IV.4 (2023)  Student Advising, Services, and Support
IV.5 (2023)  Student Engagement
IV.6 (2023)  Evaluation
 
Standard IV –
Students
 
IV.1 (2015)  Recruitment, Retention, Admission,
Academic, Aid Policies
Correlates to IV.3 (2023)  Student Qualifications
 
IV.2 (2015)  Current, Accurate Program Information
Correlates to IV.2 (2023)  Public Information
 
IV.3 (2015)  Admission Standards Applied Consistently
Correlates to IV.3 (2023)  Student Qualifications
 
IV.4 (2015)  Coherent Plan of Study
Correlates to IV.4 (2023)  Student Advising, Services, and
Support AND II.4 (2023)  Program Completion
 
Standard IV –
Students
 
IV.5 (2015)  Student Participation
Correlates to IV.4 (2023)  Student Advising, Services, and Support
 
IV.6 (2015)  Student Achievement Informs Program Planning
Correlates to IV.6 (2023)  Evaluation
 
IV.7 (2015)  Documented Evidence of Planning Using Student
Outcomes
Correlates to IV.6 (2023)  Evaluation
 
IV.8 (2015)  Systematic Improvement Using Student
Outcomes
Correlates to II.2 (2023)  Program-level Learning Outcomes AND
II.5 (2023)  Evaluation
 
Standard V –
Infrastructure
 
Scope
Programs have the administrative, financial, physical, and
technological resources and services to support student learning and
enable program-level learning outcomes to be achieved. Programs
evaluate these resources and services for continuous improvement
 
v
 
6 standards (2023) vs. 15 standards (2015)
 
Standard V was previously described as
‘Administration, Finances, and Resources’ – Focus
remains the same
Made more explicit and concise
Changes reflect the ongoing incorporation and nature of
online programs
Some elements, such as those regarding faculty
compensation and adjuncts, were moved to III (2023)  Faculty
 
Standard V –
Infrastructure
 
V.1 (2023)  Values Underlying Infrastructure
V.2 (2023)  Autonomy and Administrative Infrastructure
V.3 (2023)  Participation
V.4 (2023)  Administrative Support
V.5 (2023)  Physical, Technological, and Information
Resources
V.6 (2023)  Evaluation
 
Standard V –
Infrastructure
 
V.1 (2015)  Distinct Academic Unit
Correlates to V.2 (2023)  Autonomy and Administrative
Infrastructure
 
V.2 (2015)  Representation on Institutional Bodies
Correlates to V.3 (2023)  Participation
 
V.3 (2015)  Authority of Administrative Head
Correlates to V.2 (2023)  Autonomy and Administrative
Infrastructure
 
V.4 (2015)  Environment
Correlates to V.1 (2023)  Values AND V.2 (2023)  Autonomy
and Administrative Infrastructure
 
 
Standard V –
Infrastructure
 
V.5 (2015)  Fulfillment of Mission, Goals, and Objectives
Correlates to V.4 (2023)  Administrative Support AND V.2
(2023)  Autonomy and Administrative Infrastructure
 
V.6 (2015)  Parent Institution Support
Correlates to V.5 (2023) Physical, Technological, and
Information Resources
 
V.7 (2015)  Compensation
Correlates to III.5 (2023)  Faculty Support
 
V.8 (2015)  Institutional Parity for Faculty and Students
Correlates to III.5 (2023)  Faculty Support AND IV.4 (2023)
Student Advising, Services, and Support
 
Standard V –
Infrastructure
 
V.9 (2015)  Access to Physical and Technological Resources
Correlates to V.5 (2023)  Physical, Technological, and Information
Resources
 
V.10 (2015)  Functional Learning Environments
Correlates to V.5 (2023)  Physical, Technological, and Information
Resources
 
V.11 (2015)  Instructional and Research Facilities
Correlates to V.5 (2023)  Physical, Technological, and Information
Resources
 
V.12 (2015)  Institutional Libraries, IT, and Other Support
Facilities
Correlates to V.5 (2023)  Physical, Technological, and Information
Resources
 
Standard V –
Infrastructure
 
V.13 (2015)  Administrative Resources and Systematic
Planning
Correlates to V.6 (2023)  Evaluation
 
V.14 (2015)  Documented Evidence of Administrative
Systematic Planning
Correlates to V.6 (2023)  Evaluation
 
V.15 (2015)  Program Improvement Through
Administrative Systematic Planning
Correlates to V.6 (2023)  Evaluation
Slide Note
Embed
Share

The shift in standards for accreditation of Master's programs in Library and Information Studies, comparing 2023 to 2015, shows a transition from 6 standards with 13 clauses to 3 standards with 3 clauses. The focus remains on systematic planning, with changes to areas such as Mission and Goals, Process, Plan, Student Learning Outcomes, Program Evaluation, and Evidence. Standard II emphasizes Program-Level Learning Outcomes and Curriculum Scope for student achievement assessment across the program.

  • Accreditation
  • Library Studies
  • Information Studies
  • Masters Programs
  • Standards

Uploaded on Jul 05, 2024 | 0 Views


Download Presentation

Please find below an Image/Link to download the presentation.

The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.

E N D

Presentation Transcript


  1. 2023 vs 2015, Or, Where Has My Standard Gone? Standards for Accreditation of Master s Programs in Library and Information Studies American Library Association Annual Conference: Committee on Accreditation Open Meeting: June 29, 2024

  2. Scope Standard I Systematic Planning The program s implementation of an ongoing, broad-based, systematic planning process involves the constituencies that the program seeks to serve, including members of traditionally underrepresented and historically underserved groups, and results in improvements to and innovations in the program

  3. 3 standards, with 3 subordinate clauses (2023) vs. 6 standards, with 13 subordinate clauses (2015) Standard I Systematic Planning Standard I continues to be focused on Systematic Planning Simplified to include only three areas: I.1 Mission and Goals; I.2 Process; and I.3 Plan. The elements of Systematic Planning continue to be important, but are now less restrictive to allow programs to align with unit and university systematic planning

  4. Standard I Systematic Planning I.1 (2023) Mission and Goals I.2 (2023) Process I.3 (2023) Plan

  5. I.1 (2015) Mission and Goals Correlates to I.1 (2023) Mission and Goals Standard I Systematic Planning I.2 (2015) Student Learning Outcomes Moved to II (2023) I.3 (2015) Program Goals & Objectives No direct correlation imbued throughout 2023 standards

  6. I.4 (2015) Program evaluation Correlates to I.3 (2023) Plan I.5 (2015) Explicit, Documented Evidence Correlates to I.3 (2023) Plan Standard I Systematic Planning I.6 (2015) Systematic Planning Used for Program Improvement Correlates to I.2.3 (2023) Process

  7. Standard II Program-Level Learning Outcomes and Curriculum Scope Program-level learning outcomes describe what students are expected to know and be able to do by the time of graduation. The curriculum provides descriptions of different courses of study, specializations, or other variations of study. The evaluation includes attainment of outcomes collectively across the program.

  8. 5 standards, with 0 subordinate clauses (2023) vs. 7 standards, with 6 subordinate clauses (2015) Standard II Program-Level Learning Outcomes and Curriculum Standard II continues to be focused on Curriculum Features the addition of learning outcomes, clarified to emphasize these are program level (not individual course) level outcomes Many standards have been revised, simplified, and made less redundant to allow programs more freedom in designing resilient MLIS programs for the future

  9. II.1 (2023) Ethics and Values II.2 (2023) Program-level Learning Outcomes II.3 (2023) Curriculum II.4 (2023) Program Completion II.5 (2023) Evaluation Standard II Program-Level Learning Outcomes and Curriculum

  10. II.1 (2015) Curriculum Goals & Objectives Correlates to II.1 (2023) Ethics & Values Standard II Program-Level Learning Outcomes and Curriculum II.2 (2015) Information Resources, Services, and Technologies Correlates to II.2 (2023) Program-level Learning Outcomes II.3 (2015) Coherent Programs of Study Coherent programs of study correlates to II.4 (2023) Program Completion Other curriculum requirements correlate to II.2 (2023) Program-level Learning Outcomes

  11. II.4 (2015) General and Specialized Curricula Design Correlates to II.2 (2023) Program-level Learning Outcomes Standard II Program-Level Learning Outcomes and Curriculum II.5 (2015) Continual Evaluation Correlates to II.5 (2023) Evaluation II.6 (2015) Documented Evidence Correlates to II.5 (2023) Evaluation II.7 (2015) Demonstration of Evidence Use in Planning Correlates to II.5 (2023) Evaluation

  12. Scope Standard III Faculty The faculty are diverse in representation and have the necessary qualifications, achievements, and resources to support the program. Faculty performance is regularly evaluated by criteria relevant to the program

  13. 6 standards (2023) vs. 10 standards (2015) Standard III Faculty Standard III continues to be focused on Faculty Less prescriptive, giving programs more flexibility to hire faculty to meet program needs and strengthening attention on diversity Elements of Standard V (2015) regarding compensation and other supports have been moved to Standard III (2023)

  14. III.1 (2023) Faculty Diversity III.2 (2023) Program Faculty III.3 (2023) Faculty Qualifications Standard III Faculty III.4 (2023) Faculty Workload III.5 (2023) Faculty Support III.6 (2023) Faculty Evaluation and Development

  15. III.1 (2015) Capable of Achieving Program Objectives Correlates to III.2 (2023) Program Faculty Standard III Faculty III.2 (2015) Teaching, Research, and Service No direct correlation imbued throughout III (2023) III.3 (2015) Recruitment and Retention Correlates to III.1 (2023) Faculty Diversity

  16. III.4 (2015) Qualifications Correlates to III.3 (2023) Faculty Qualifications III.5 (2015) Research and Scholarship Correlates to III.3 (2023) Faculty Qualifications Standard III Faculty III.6 (2015) Diversity of Backgrounds and Academic Study Correlates to III.3 (2023) Faculty Qualifications III.7 (2015) Faculty Assignments Correlates to III.4 (2023) Faculty Workload

  17. III.8 (2015) Systematic Evaluation of Faculty Correlates to III.6 (2023) Faculty Evaluation & Development III.9 (2015) Documented Evidence of Evaluation Correlates to III.6 (2023) Faculty Evaluation & Development Standard III Faculty III.10 (2015) Evaluation Used for Program Improvement Correlates to III.6 (2023) Faculty Evaluation & Development

  18. Scope Standard IV Students The program has processes and systems to recruit, retain, and support students and prospective students, as well as the evaluation and continuous improvement of those processes and systems

  19. 3 standards, with 0 subordinate clauses (2023) vs. 8 standards, with 6 subordinate clauses (2015) Standard IV Students Standard IV continues to be focused on Students Student health & safety has been added Some elements, notably student plan of study, moved to II (2023) Curriculum

  20. IV.1 (2023) Student Diversity IV.2 (2023) Public Information IV.3 (2023) Student Qualifications IV.4 (2023) Student Advising, Services, and Support IV.5 (2023) Student Engagement IV.6 (2023) Evaluation Standard IV Students

  21. IV.1 (2015) Recruitment, Retention, Admission, Academic, Aid Policies Correlates to IV.3 (2023) Student Qualifications IV.2 (2015) Current, Accurate Program Information Correlates to IV.2 (2023) Public Information Standard IV Students IV.3 (2015) Admission Standards Applied Consistently Correlates to IV.3 (2023) Student Qualifications IV.4 (2015) Coherent Plan of Study Correlates to IV.4 (2023) Student Advising, Services, and Support AND II.4 (2023) Program Completion

  22. IV.5 (2015) Student Participation Correlates to IV.4 (2023) Student Advising, Services, and Support IV.6 (2015) Student Achievement Informs Program Planning Correlates to IV.6 (2023) Evaluation Standard IV Students IV.7 (2015) Documented Evidence of Planning Using Student Outcomes Correlates to IV.6 (2023) Evaluation IV.8 (2015) Systematic Improvement Using Student Outcomes Correlates to II.2 (2023) Program-level Learning Outcomes AND II.5 (2023) Evaluation

  23. Scope Standard V Infrastructure Programs have the administrative, financial, physical, and technological resources and services to support student learning and enable program-level learning outcomes to be achieved. Programs evaluate these resources and services for continuous improvement

  24. 6 standards (2023) vs. 15 standards (2015) Standard V was previously described as Administration, Finances, and Resources Focus remains the same Made more explicit and concise Changes reflect the ongoing incorporation and nature of online programs Some elements, such as those regarding faculty compensation and adjuncts, were moved to III (2023) Faculty v

  25. V.1 (2023) Values Underlying Infrastructure V.2 (2023) Autonomy and Administrative Infrastructure V.3 (2023) Participation V.4 (2023) Administrative Support V.5 (2023) Physical, Technological, and Information Resources V.6 (2023) Evaluation Standard V Infrastructure

  26. V.1 (2015) Distinct Academic Unit Correlates to V.2 (2023) Autonomy and Administrative Infrastructure V.2 (2015) Representation on Institutional Bodies Correlates to V.3 (2023) Participation Standard V Infrastructure V.3 (2015) Authority of Administrative Head Correlates to V.2 (2023) Autonomy and Administrative Infrastructure V.4 (2015) Environment Correlates to V.1 (2023) Values AND V.2 (2023) Autonomy and Administrative Infrastructure

  27. V.5 (2015) Fulfillment of Mission, Goals, and Objectives Correlates to V.4 (2023) Administrative Support AND V.2 (2023) Autonomy and Administrative Infrastructure V.6 (2015) Parent Institution Support Correlates to V.5 (2023) Physical, Technological, and Information Resources Standard V Infrastructure V.7 (2015) Compensation Correlates to III.5 (2023) Faculty Support V.8 (2015) Institutional Parity for Faculty and Students Correlates to III.5 (2023) Faculty Support AND IV.4 (2023) Student Advising, Services, and Support

  28. V.9 (2015) Access to Physical and Technological Resources Correlates to V.5 (2023) Physical, Technological, and Information Resources V.10 (2015) Functional Learning Environments Correlates to V.5 (2023) Physical, Technological, and Information Resources Standard V Infrastructure V.11 (2015) Instructional and Research Facilities Correlates to V.5 (2023) Physical, Technological, and Information Resources V.12 (2015) Institutional Libraries, IT, and Other Support Facilities Correlates to V.5 (2023) Physical, Technological, and Information Resources

  29. V.13 (2015) Administrative Resources and Systematic Planning Correlates to V.6 (2023) Evaluation V.14 (2015) Documented Evidence of Administrative Systematic Planning Correlates to V.6 (2023) Evaluation Standard V Infrastructure V.15 (2015) Program Improvement Through Administrative Systematic Planning Correlates to V.6 (2023) Evaluation

Related


More Related Content

giItT1WQy@!-/#giItT1WQy@!-/#