NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1232905
Record Type: Journal
Publication Date: 2019
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0748-5786
A Comparative Study of LIS Accreditation Frameworks in Australia, New Zealand, United States, and Canada
Gibbons, Leisa; White, Hollie
Journal of Education for Library and Information Science, v60 n4 p241-264 2019
As Library and Information Science (LIS) educators, we teach our students about the changing and evolving role of the information professional in the twenty-first century. For many educators around the world, accreditation of LIS programs also shapes and legitimizes curriculum. This comparative study of the United States, Canada, Australia, and New Zealand seeks to identify similarities and differences in accreditation frameworks. This research shows that similarities and differences exist in programs, course designs, delivery methods, accreditation models, program specializations, and engagement with information science as a discipline. In conclusion we ask five critical questions about Australian LIS education and propose three areas for future research, including evaluating the purpose of accreditation.
Association for Library and Information Science Education. 4 Lan Drive Suite 310, Westford, MA 01886. Tel: 978-674-6190; Fax: 978-250-1117; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; New Zealand; United States; Canada