Ongoing review of the ALA 2015 Standards for Accreditation of Master’s Programs in Library and Information Studies has culminated in a draft revision. In conjunction with its stakeholders as part of its ALA charge “…to develop and formulate standards of education for library and information studies,” the ALA Committee on Accreditation (CoA) is pleased to be collecting feedback from the library and information studies (LIS) and professional community, educators, students, and the public to provide feedback on the 2022 draft.
The proposed revision is available here: Standards draft revision 2022-12-11 [Word]
Provide Feedback on the 8raft 2022 ALA Accreditation Standards Revision
- Take the survey to provide feedback Version 2 of the Proposed Revision to the 2015 Standards for Accreditation of Master’s Programs in Library and Information Studies Survey (surveymonkey.com) Survey to close January 18, 2023.
- Attend a forum via video conference on Friday, May 20, 2022 from 1:00-2:15pm. Register by contacting firstname.lastname@example.org with the subject line: Register for online Standards revision forum [Meeting recording: https://ala-events.zoom.us/rec/share/GXzSY_TAZjyVh8kGVb88IEl4fuTcgiPZV6o... ]
- Attend a video conference on Wednesday, June 15, 2022, from 11:00am-12:00pm, focused on the Canadian context.
- Attend a forum in-person on Saturday, June 25, 2022, 5:30 p.m. – 7:00 p.m. 2022 ALA Annual Conference, Washington Marriott at Metro Center (775 12 St NW), Jr Ballroom Salon 1, Washington, DC.
- Attend the CoA Open Meeting at the 2023 ALA Annual Conference on Saturday, June 24 (contact email@example.com for details)
About the Draft 2022 ALA Standards Revision
The Standards are limited in application to assessment of graduate programs of library and information studies that lead to a master's degree. Identified are the indispensable components of library and information studies programs while recognizing programs’ rights and obligations regarding initiative, experimentation, innovation, and individual programmatic differences. They are are indicative, not prescriptive, with the intent to foster excellence through a program’s development of criteria for evaluating effectiveness, developing and applying qualitative and quantitative measures of these criteria, analyzing data from measurements, and applying analysis to program improvement. The Standards stress innovation and encourage programs to take an active role in and concern for future developments and growth in the field. The requirements of the Standards apply regardless of forms or locations of delivery of a program.
Please note that the values of equity, diversity, and inclusion are referenced throughout the Standards because of their importance when framing goals and objectives, designing curricula, selecting and retaining faculty and students, and allocating resources. These elements in the proposed revision in particular address this:
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 and results in improvements to and innovations in the program.
I.1. Mission and goals. The mission and goals of the unit and the educational program incorporate values of equity, diversity, and inclusion. The program’s goals are consistent with the values of the parent institution and foster quality education.
Standard II: Student Learning Outcomes and Curriculum
The student learning outcomes that students who complete the program achieve, including descriptions of different courses of study, specializations, or other variations and the evaluation of attainment of outcomes collectively across the program.
II.1. Ethics and values. Student learning outcomes and curriculum are designed to incorporate the philosophy, principles, and ethics of the field, including the values of equity, diversity, and inclusion, and relevant professional codes of ethics.
Standard III: Faculty
The faculty who support the program: their qualifications, achievements relevant to the program, evaluation of performance, and professional development.
III.1. Faculty diversity. The recruitment, development, and advancement of all faculty reflect the values of equity, diversity, and inclusion.
Standard IV: Students
The processes and systems which recruit, retain, and support students and prospective students, including the evaluation and continuous improvement of those processes and systems.
IV.1. Student diversity. Student recruitment, retention, and support systems address student needs in a global and diverse society, explicitly advancing equity, diversity, and inclusion.
Standard V: Infrastructure
The administrative, financial, physical, and technological resources and services which support student learning and enable program learning outcomes to be achieved, including the evaluation of such resources and services for continuous improvement.
V.1. Values underlying infrastructure. Resources and services that affect the program incorporate values of equity, diversity, and inclusion. Fiscal resources are distributed equitably in accordance with institutional and unit missions.