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Earning regional accreditation and Title IV status under the Higher Education Act of 1964
enabling students to obtain federal financial aid
Transferring credits between credit-hour courses and direct assessment courses, as 59%
of graduates attend more than one college (Laitinen, 2012, p. 8), and crosswalks between
course-based and direct assessment credentials are essential (Book, 2014, p. 10)
Defining competencies in ways that exceed mere behaviorism (Morcke, Dornan, & Eika,
2012, p. 852)
attendant assessments. Competencies and assessments are mutually dependent, as learning goals
prompt the means of evaluation. Librarians skills in instructional design and assessment can
serve their institutions in this regard, while promoting information literacy skills at a curriculum
level. The process of articulating and defining program outcomes provides an opportunity for
libraries to collaborate across the institution for further define fundamental information literacy
concepts (ACRL, 2014, p. 298). Librarians are accustomed to providing instruction according to
competency, and without the privilege of prerequisite or credits. The ACRL Information Literacy
Competency Standards for Higher Education, in fact, use the same language as CBE programs in