Preservice preparation programs for academic librarians for teaching information literacy.

摘要

Libraries have changed over the last 25 years. Technology has changed the way we access information. Information is now available in multimedia formats such as CD-ROM, the Internet, and subscription database services. Having various formats of information requires librarians in higher education to perform a different role. Rather than provide users with the information they need librarians now teach users how to determine their information needs, help users locate and access authoritative information, and help them understand how to use the information ethically. This new role requires that librarians who work in an academic setting get trained beyond the traditional role of caretaker of information and learn how to become teachers.; This study examined library school programs at colleges and universities located in the Middle States Commission on Higher Education, continental United States accrediting region. A content analysis methodology was used to investigate if academic librarians are prepared for teaching information literacy. Of specific interest were library school mission statements, course descriptions, course syllabi, and professional development opportunities. A focus group of practicing academic librarians provided additional data in support of library school preparation. The results of the study revealed almost all library school programs are addressing the new role for academic librarians in the 21 st century. Their course offerings included learning theory, teaching and learning concepts, assessment and evaluation strategies, and field experience. Post master's courses and certification were also available. An expert panel provided consensus for how the study was conducted.; The ACRL Information Literacy Competency Standards for Higher Education were not pervasively used in courses designed for information literacy or user instruction. Such findings may suggest implications for course enhancement which may strengthen the results of future program examination during an accrediting process. Recommendations for further study are also included.