The following NWCCU standards address Information Literacy as a necessary component of accredited instruction programs:
Standard 2 – Resources and Capacity
2.A.12 Academic policies—including those related to teaching, service, scholarship, research, and artistic creation—are clearly communicated to students and faculty and to administrators and staff with responsibilities related to these areas.
2.A.13 Policies regarding access to and use of library and information resources—regardless of format, location, and delivery method—are documented, published, and enforced.
The General Education component of undergraduate programs (if offered) demonstrates an integrated course of study that helps students develop the breadth and depth of intellect to become more effective learners and to prepare them for a productive life of work, citizenship, and personal fulfillment.
2.E – Library and Information Resources
2.E.1 Consistent with its mission and core themes, the institution holds or provides access to library and information resources with an appropriate level of currency, depth, and breadth to support the institution’s mission, core themes, programs, and services, wherever offered and however delivered.
2.E.2 Planning for library and information resources is guided by data that include feedback from affected users and appropriate library and information resources faculty, staff, and administrators.
2.E.3 Consistent with its mission and core themes, the institution provides appropriate instruction and support for students, faculty, staff, administrators, and others (as appropriate) to enhance their efficiency and effectiveness in obtaining, evaluating, and using library and information resources that support its programs and services, wherever offered and however delivered.
2.E.4 The institution regularly and systematically evaluates the quality, adequacy, utilization, and security of library and information resources and services, including those provided through cooperative arrangements, wherever offered and however delivered.
A search of professional the literature will yield a plethora of articles and books which discuss the role of Information Literacy in each Higher Education discipline.
Recent research emphasis focuses on measures which include IL as an indicator of student success (in both academic and life-long learning) and of student retention. Because IL is integral to so many aspects of learning, the educators face the challenge of conducting studies which successfully isolate and measure IL as a success factor.
For more information and data, our library encourages faculty and administrators to consult with their liaison librarian. Your librarian will team with you to find research or embark on new instruction endeavors which provide the data.
More general discussions of the role of IL in Higher Education can be found in the following: