Situating Information Literacy: A Case Study Exploring Faculty Knowledge of National Disciplinary Standards and Local Program Learning Outcomes |
| |
| Institution: | California State University, Los Angeles, University Library, United States of America;California State University, Los Angeles, University Library, United States of America |
| |
| Abstract: | Considerable research argues the importance of situating information literacy in disciplinary curriculums. Arguments within this body of publications frequently share a common recommendation, to look towards national disciplinary standards and curriculum learning outcomes to develop relevant learning outcomes for librarian-led information literacy instruction. The assumption underlying this recommendation is that disciplinary faculty are knowledgeable of and use national standards to design their curricula and learning outcomes. This paper presents the results of a single-institution survey that explored California State University, Los Angeles faculty's knowledge of national disciplinary standards and program learning outcomes and tested if that knowledge is related to disciplinary faculty teaching information literacy. The findings suggest that faculty are generally more aware of program learning outcomes (PLOs) than national standards and that there is an association between knowledge of PLOs and teaching information literacy. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
