Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/152593
Title: The effects of ALA accreditation standards on library education programs accredited by the American Library Association
Authors: Mounce, Michael E.
Keywords: Library and information science
Issue Date: 2005
Source: Mounce, M. E. (2005). The effects of ALA accreditation standards on library education programs accredited by the American Library Association. Library and Information Science Research E-Journal, 15(1), 1-19. https://dx.doi.org/10.32655/LIBRES.2005.1.2
Journal: Library and Information Science Research E-Journal 
Abstract: This article presents the results of a survey that focused on the perceived effects of the six American Library Association (ALA) accreditation standards on ALA accredited library education programs in the United States. The standards as they pertain to specific aspects of the programs are as follows: Standard 1 missions, goals, and objectives; Standard 2 curriculum; Standard 3 faculty; Standard 4 students; Standard 5 administration and financial support; and Standard 6 physical resources and facilities (ALA 2000). In order to conduct the survey, a questionnaire was developed and e-mailed to the deans or chairs of the forty-nine ALA accredited library education programs in the United States. Those who did not respond to the questionnaire were e-mailed a second time. The questionnaire asked respondents to provide their opinions regarding the effects of ALA accreditation standards on their programs. Also, they were asked to provide the following information: location within the United States, the number of full-time equivalents (FTEs) enrolled, and the age of their programs. Out of the forty-nine recipients, there were twenty-five respondents (51 percent). Conclusions drawn from the study were that the six ALA accreditation standards combined were perceived as having more influence overall than the individual standards. Although the conclusions of the study were predictable, the study had significance since it provided specific information and data regarding professional perceptions of ALA accreditation and library education programs.
URI: https://hdl.handle.net/10356/152593
ISSN: 1058-6768
DOI: 10.32655/LIBRES.2005.1.2
Rights: © 2005 Michael E. Mounce. All rights reserved.
Fulltext Permission: open
Fulltext Availability: With Fulltext
Appears in Collections:Library and Information Science Research E-journal (LIBRES)

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