Information literacy in the programmatic university accreditation standards of select professions in Canada, the United States, the United Kingdom, and Australia
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
University accreditation schemes, in some form or other, are ubiquitous among English-language speaking countries around the world. Some countries employ national or regional accreditation processes, and a few authors have explored the role of information literacy (IL) in these institution-wide accreditation practices. Little, however, has been written about IL in the context of accreditation standards developed by various professions to regulate the quality of university programmes educating future professionals in the field. This paper investigates the potential of these professional accreditation standards to advance the IL cause and give it a higher profile on campus. It undertakes a qualitative content analysis of the professional accreditation standards for three professions-- nursing, social work, and engineering –in Canada, the United States (US), the United Kingdom (UK), and Australia to determine: If (and in what context) the term IL is used in the accreditation criteria; Other terms/language used in the accreditation criteria to describe IL and associated skills and competencies; Correlations between outcomes outlined in the accreditation documents and IL competencies outlined by the library profession. The study identifies trends, both within specific professions, and within the documents produced by each of the four countries under consideration. It reports significant variation in the language used in the professions to describe the concept of IL, highlighting the alternative language used in the various professions to describe this ability. The study also maps outcomes outlined in the accreditation documents to the Association of College and Research Libraries’ (ACRL’s) Information Literacy Competency Standards for Higher Education ((ACRL 2000) in order to identify areas of overlapping concern. In doing so, this study helps familiarise librarians with the accreditation standards in several subjects, and provides a model for librarians to use in analysing accreditation standards in other subject areas in order to advance IL on their campuses. This article is based on a paper presented at LILAC 2013
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.004 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it