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1.
The standards of the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges provide accreditation guidance for two-year libraries in their jurisdiction. These standards are the basis for a successful evaluation of the libraries. However, the ACRL Standards for Libraries in Higher Education and the associated workbook provide significant guidance and assistance in crafting a successful assessment. The library at Windward Community College is used as an example of successful employment of this strategy to provide a thorough assessment, which was validated by the ACCJC accrediting visit. Appendices provide materials used by Windward library in the successful evaluation and are recommended for use by other libraries.  相似文献   

2.
This column documents the rationale for creating information literacy competency standards for nursing based on the Association of College and Research Libraries (ACRL) “Information Literacy Competency Standards for Higher Education” and the three documents from the American Association of Colleges of Nursing (AACN) on essential skills for nurses in baccalaureate, masters, and doctoral level education and practice. It chronicles the process of the task force which is designing the discipline specific skills and predicts the value of their use, once they are published.  相似文献   

3.
在论及要素上,我国《普通高等学校图书馆规程(修订)》强调高等学校图书馆的性质、职能和主要任务,强调图书馆的管理体制、组织机构和馆舍建设;美国《高校图书馆标准》强调高校图书馆的规划、评价,重视读者指导和文献获取,重视合作与交流以及经费预算。我国《规程》由国家教育部(教委)组织制订并颁布执行;美国《标准》由美国图书馆协会下的大学和研究型图书馆协会制订。我国《规程》的规范形式偏重于宏观上和整体上的要求,而美国的《标准》则显得较为具体,对许多业务工作提出了较为明确的规范,并具有较好的约束和考查机制。我国《规程》再修改时可借鉴美国《标准》的法治理念、输出理念和同类比较理念。  相似文献   

4.
A syllabus study was conducted to gain insight into the library use expectations of faculty for undergraduate accounting students. The findings were compared to the professional competencies articulated by Canadian professional accounting association competency maps, and there was an expectations gap. All three competency maps referred to a set of professional skills that, when mapped to the Association of College and Research Libraries’ (ACRL) Information Literacy Competency Standards for Higher Education, were equivalent to information competence, yet the majority of courses taught required very little library use. This study contributes to the literature as the first to map the ACRL's standards to Canadian professional accounting association competencies.  相似文献   

5.
The National Academic Advising Association (NACADA) Council for the Advancement of Standards (CAS) provides program guidelines for student learning and development outcomes. These recommended academic advising guidelines parallel those of the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards For Higher Education. Both standards focus on student behaviors and outcomes in higher education. The parallels that exist between academic advising and academic librarianship are confirmed by the case study described in this paper, in which an academic librarian served as an undergraduate academic advisor for one year.  相似文献   

6.
This article describes the work undertaken for the Higher Education Libraries in Partnership (HELP) project by Wales Higher Education Libraries Forum (WHELF). The project received funding from Higher Education Funding Council for Wales (HEFCW) and was concerned with reviewing and developing Welsh academic library collaboration. The study describes the various elements of the project: Collaboration Review, E-Learning Feasibility Study, Journals Case Study, and the development of an Action Plan for future collaborative activity.  相似文献   

7.
The Standards Committee of the Veterinary Medical Libraries Section was appointed in May 2000 and charged to create standards for the ideal academic veterinary medical library, written from the perspective of veterinary medical librarians. The resulting Standards for the Academic Veterinary Medical Library were approved by members of the Veterinary Medical Libraries Section during MLA '03 in San Diego, California. The standards were approved by Section Council in April 2005 and received final approval from the Board of Directors of the Medical Library Association during MLA '04 in Washington, DC.  相似文献   

8.
This article describes the outcome of a collaboration between a faculty member and a librarian to integrate information literacy into a graduate counseling psychology program. This collaboration used discipline-based standards from a professional association (the Association of Counselor Education and Supervision, ACES) to provide instructional goals, rather than utilizing the more traditional Association of College and Research Libraries (ACRL) standards. The authors discuss how using the discipline standards allows for a richer, more authentic collaboration, especially in a graduate program geared toward students who are already working in their field. Ultimately, using discipline standards could be a more effective way to promote information literacy in graduate and professional programs.  相似文献   

9.
This paper explores the new American Association of School Libraries (AASL) National School Library Standards relative to the information literacy pipeline as K-12 students reach university-level learning environments. Shifts in the standards, and therefore eventual shifts in this pipeline, are examined. The new school library standards integrate standards for learners, school libraries, and school librarians. This paper will focus exclusively on the standards for learners, as this is where the primary crossover between high schools and academic libraries takes place. Potential implications and future directions for academic librarianship, especially relative to information literacy instruction, are discussed.  相似文献   

10.
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11.
利用文献调查法与内容分析法,解析日本图书馆职业资格认证标准与实施制度,把日本图书馆职业资格认证标准划分为全国性和地区性标准两类,前者包括文部省实施的司书职业资格认证标准、国立大学图书馆支援机构实施的大学图书馆业务能力考试认证标准、日本图书馆协会实施的高级司书认证标准、医学图书馆协会实施的健康科学信息专业人员认证标准,后者包括国立大学图书馆协会中国与四国地区分会实施的图书与学术信息专业人员认证标准。前两种认证标准主要采用学历认证、考试认证、等级认证相结合的交叉认证方式,后3种认证标准采用等级认证方式。5种认证标准基本遵循了解认证信息、向认证机构提出申请、提交材料、审查、颁发证书、证书更新的认证程序。最后归纳总结日本图书馆职业资格认证所具有的四大特点。  相似文献   

12.
ABSTRACT

Five years ago the Association of College and Research Libraries published “The Value of Academic Libraries” report, spurring academic libraries to action concerning assessment. Communicating library value is especially important when reaching distance learning populations outside the walls of the library. By employing marketing and branding strategies combined with the library's inherent characteristic of compassionate service, the library can use its powers for good to communicate value and gain advocacy for the library. This article discusses one distance learning librarian's experience building campus partnerships by assessing library services, and using assessment to build advocacy for the library within the institutional distance learning community.  相似文献   

13.
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14.
美国自20世纪20年代开始制定学校图书馆服务相关标准,到2007年共出台了九个全国性学校图书馆服务标准文件,这些标准的制定和实施反映出美国学校图书馆服务发展的脉络。在此过程中,ALA、AASL等行业协会发挥重要作用,图书馆服务和馆员价值得到彰显。具体呈现出以下特征:1学校图书馆服务根据教育改革需要进行调整,保持对学校教育的贡献度;2建设标准和服务标准统一,定量评价和定性评价相结合;3与行业协会的成熟和馆员专业化发展相辅相成。本文呼吁我国的研究者和教育管理部门关注中小学图书馆服务标准的确立,重视学校图书馆服务对素质教育的影响和作用。  相似文献   

15.
ABSTRACT

Visualizing Oral Histories: Comics and Graphic Novels/Digital Humanities Lab, is a new model for digital humanities scholarship that other librarians can follow to create and teach similar DH labs attached to humanities courses at other institutions. The model includes a preliminary syllabus and preliminary assignment rubrics designed to integrate the Association of College and Research Libraries (ACRL) “Framework for Information Literacy for Higher Education” (ACRL Framework) into course assignments. Incorporation of a DH lab into a humanities course curriculum reimagines librarian roles and creates a pedagogical strategy that explicitly incorporates information literacy standards into the undergraduate course curriculum.  相似文献   

16.
ACRL的《高等教育信息素养框架》解读与启示   总被引：1，自引：0，他引：1  
[目的/意义]2014年11月美国大学与研究图书馆协会(ACRL)发布的《高等教育信息素养框架》(第三版),取代2000年制定的《高等教育信息素养能力标准》,将成为国际范围内信息素养教育重要的指导性文件.通过对其内容的解读,为新信息环境下的国内信息素养教育提供参考. [方法/过程]阐述《高等教育信息素养框架》以及相关附件的内容,并与《高等教育信息素养能力标准》进行比较,分析其内容特点,进行总结归纳,在此基础上对信息素养教育的实践进行思考.[结果/结论]认为在新信息环境下,高校信息素养教育内容要与学术过程进一步融合,并注重Web 2.0环境下的信息交互参与,建立相应的教学内容与评价体系.此外,借鉴其他信息素养指导性文件,使信息素养教育内容、目标明朗化.  相似文献   

17.
Abstract

There are a number of important documents that provide guidance in the consideration of library services supporting nursing programs and students at a distance. Standards are available from the National League for Nursing Accrediting Commission (NLNAC), the American Association of Colleges of Nursing (AACN), and the Commission on Collegiate Nursing Education (CCNE). In addition, the Association of College and Research Libraries' (ACRL) Guidelines for Distance Learning Library Services offers interested parties another option, as do the more recently published Information Literacy Competency Standards for Higher Education. This paper reports on a survey concerning these documents and their usefulness to those planning or enhancing library services in support of distance nursing programs and students.  相似文献   

18.
The aim of this paper is to study the development and evolution of secondary school libraries into Media Resource Libraries (MRLs) in Singapore after the Second World War and the rationale to have mandatory school library standards. It is an historical survey analysing published data about the linkages of libraries and librarianship, school library standards, education and school reforms in Singapore. It analyses historical and current documents on the roles played by stakeholders like the Library Association of Singapore (LAS) and the Ministry of Education (MOE) in the introduction and development of school library standards. The need for school libraries standards was first discussed when the Malayan Library Group (MLG) organised the first course on librarianship for school teachers in 1955, but, with no follow through. The need for school libraries standards was also mentioned by the LAS in 1962 in a memorandum to the Commission of Enquiry into Education to train teacher librarians and adopt school library standards. However, this was left out in the final report of the Commission published in 1964. The need for school library standards was discussed in a school library seminar for 150 teacher librarians in 1970. The first Recommended Minimum Standards for Secondary School Libraries was published two years later by the Standing Committee on Libraries set up by the MOE, but it was not mandatory for schools to adopt the standards. In 1997 the MOE launched its “Thinking School Learning Nation” vision to teach thinking skills. Students were expected to do multidisciplinary project work and be independent users of information. The MOE began to convert school libraries into Media Resource Libraries (MRLs) with print and non-print materials. However, a survey conducted in 2001 on the roles and competencies of 112 Library Coordinators (LCs) or teacher librarians revealed that they lack the skills and knowledge to manage MRLs effectively. This is because subsequent school library standards published in 1983 and 2002 did not require trained and full-time teacher librarians to manage the MRLs. Furthermore, it is essential for the standards to be periodically updated with regards to professional staff, collection development, facilities, Information and Communications Technology (ICT) infrastructure and school library programs. Otherwise, MRLs risk being “hollow shells still considered on the periphery of core educational requirements, and are run by teachers not professionally prepared to do the work” (Hart, 2001, p. 25). The national standards published in the United States from 1918 to 2008 are well researched and provide substantive guidelines to develop school libraries. Therefore, it is essential for the MOE to formulate MRL standards by doing comparative studies of school library standards in other countries. These standards have to be mandatory and fully adopted by the schools. It provides opportunities for stakeholders like the LAS, National Library Board (NLB), the National Institute of Education (NIE), and the Singapore Teachers’ Union, to collaborate in the formulation of these standards and take collective ownership to implement them.  相似文献   

19.
秦小燕 《图书情报工作》2015,59(19):139-144
[目的/意义] 《高等教育信息素养框架》是美国大学与研究图书馆协会(ACRL)2015年最新颁布的信息素养指导文件,通过对其内容的详细解读,可以了解美国高等教育信息素养标准的发展动态,为新时期我国信息素养教育理论与实践提供参考。[方法/过程] 分析《高等教育信息素养框架》的具体内容,建立框架结构模型,并与2000年版《高等教育信息素养能力标准》进行对比,剖析其显著特征与改进之处,思考高校信息素养教育的变革方向。[结果/结论] 认为《框架》拓展了信息素养的内涵与外延,重新界定了信息素养教育的核心内容,并强调元认知培养的重要性,指导新信息环境下高等教育信息素养教育向融入学术、注重能力、促进学术交流的方向发展。  相似文献   

20.
The aim of this paper is to study the development and evolution of secondary school libraries into Media Resource Libraries (MRLs) in Singapore after the Second World War and the rationale to have mandatory school library standards. It is an historical survey analysing published data about the linkages of libraries and librarianship, school library standards, education and school reforms in Singapore. It analyses historical and current documents on the roles played by stakeholders like the Library Association of Singapore (LAS) and the Ministry of Education (MOE) in the introduction and development of school library standards. The need for school libraries standards was first discussed when the Malayan Library Group (MLG) organised the first course on librarianship for school teachers in 1955, but, with no follow through. The need for school libraries standards was also mentioned by the LAS in 1962 in a memorandum to the Commission of Enquiry into Education to train teacher librarians and adopt school library standards. However, this was left out in the final report of the Commission published in 1964. The need for school library standards was discussed in a school library seminar for 150 teacher librarians in 1970. The first Recommended Minimum Standards for Secondary School Libraries was published two years later by the Standing Committee on Libraries set up by the MOE, but it was not mandatory for schools to adopt the standards. In 1997 the MOE launched its “Thinking School Learning Nation” vision to teach thinking skills. Students were expected to do multidisciplinary project work and be independent users of information. The MOE began to convert school libraries into Media Resource Libraries (MRLs) with print and non-print materials. However, a survey conducted in 2001 on the roles and competencies of 112 Library Coordinators (LCs) or teacher librarians revealed that they lack the skills and knowledge to manage MRLs effectively. This is because subsequent school library standards published in 1983 and 2002 did not require trained and full-time teacher librarians to manage the MRLs. Furthermore, it is essential for the standards to be periodically updated with regards to professional staff, collection development, facilities, Information and Communications Technology (ICT) infrastructure and school library programs. Otherwise, MRLs risk being “hollow shells still considered on the periphery of core educational requirements, and are run by teachers not professionally prepared to do the work” (Hart, 2001, p. 25). The national standards published in the United States from 1918 to 2008 are well researched and provide substantive guidelines to develop school libraries. Therefore, it is essential for the MOE to formulate MRL standards by doing comparative studies of school library standards in other countries. These standards have to be mandatory and fully adopted by the schools. It provides opportunities for stakeholders like the LAS, National Library Board (NLB), the National Institute of Education (NIE), and the Singapore Teachers’ Union, to collaborate in the formulation of these standards and take collective ownership to implement them.  相似文献   

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