請問您認為臺灣圖書資訊學教育應如何進行評鑑？

4A：系所、空間與設施。

4A：現在所提的是系所內部的資源，是否加入公共圖書館，或提供實習機會等，

和外面建立關係。

主持人：能運用本校及其他機構資源。

4A：設施部份，有些設施會與電算中心相關，目前現狀如何？

主持人：目前校內會針對電算中心、圖書館作其他的規範，這邊會紀錄起來，未 來看是否再加上相關詞彙說明。

4D：7.5 和標題搭起來很奇怪，感覺上是要有這樣的課程，學生才能使用這些設 施，這點提的不像在說教學資源設施。

主持人：主要來自KALIPER 的概念，圖資課程不止課程，還要融入資訊科技，

使學生能應用各種電腦軟硬體設施。這裡可以再修改。

4B：各項資源與設施應有輔助措施，俾利學生使用電腦，資源與設施的配套與 協助措施。

十一、 請問您認為臺灣圖書資訊學教育應如何進行評鑑？

(1)應由哪一機構負責圖書資訊學教育評鑑事宜？教育部？專業學會？

(2)就臺灣的圖書資訊學教育現況而言，宜採用何種評鑑制度？

(3)請問您認為目前臺灣圖書資訊學教育環境施行評鑑或認可制度時，

將面臨哪些困難與障礙？

4E：應該要評鑑，可以讓教育部委託專業學會評鑑，教育部的人來評鑑可能不 夠，可以由專家學者進行評鑑。

4C：回應前面 4A 所說的，專業學會能更有力組織團體，使學會有發聲力量，更 有公信力；若有公信力，在評鑑、申請費用上會較容易。

4G：贊成評鑑。

4B：任何教育事業都需要評鑑，給誰評鑑不衝突，評鑑目的、機制為何，是需 要考量的；即使由專業學會評鑑，教育部的權力所在，仍須對學校進行評鑑；

專業學會的評鑑可能要評鑑系所學生發展、成就，兩者的任務、目標不同。

主持人：現在大多傾向於教育需要評鑑，這樣對我們的方向是有幫助的，若未來 要發展，建議要去發展體制。

4D：一定要評鑑。

4F：贊成評鑑。

4A：贊成剛有一位提到由教育部委託專業學會進行評鑑，但更進一步的想到評 鑑委員小組的籌組應該由公、私立學校的人納入評鑑小組，公、私立的單位、

學校條件、考量點不同，均應納入評鑑小組中。

主持人：教育指南不只是指南，後續應有相關的制度，提升教育品質。

附錄七

Standards for Accreditation of Master’s Programs in Library and Information Studies 2008

Introduction

Accreditation assures the educational community, the general public, and other agencies or organizations that an institution or program (a) has clearly defined and educationally appropriate objectives expressed as student learning outcomes, (b) maintains conditions under which achievement of objectives can reasonably be

expected, (c) is in fact accomplishing objectives substantially, and (d) can be expected to continue to do so.

Accreditation serves as a mechanism for quality assessment and quality enhancement with quality defined as the effective utilization of resources to achieve appropriate educational objectives and student learning outcomes.¹

The Council of the American Library Association (ALA) has designated the

Committee on Accreditation "to be responsible for the execution of the accreditation program of the ALA and to develop and formulate standards of education..."² for graduate programs of library and information studies leading to a master's degree. The American Library Association Committee on Accreditation is recognized by the Council for Higher Education Accreditation as the accrediting agency for these programs.³

This document, including this introduction and the afterword, sets forth Standards for these programs. The phrase "library and information studies" is understood to be concerned with recordable information and knowledge and the services and

technologies to facilitate their management and use. Library and information studies encompasses information and knowledge creation, communication, identification, selection, acquisition, organization and description, storage and retrieval, preservation, analysis, interpretation, evaluation, synthesis, dissemination, and management.

This definition incorporates a field of professional practice and associated areas of study and research. "School of library and information studies" means that unit organized and maintained by an institution of higher education for the purpose of graduate education in library and information studies.

These Standards are limited in their application to the assessment of graduate programs of library and information studies that lead to a master's degree. As a

prerequisite to accreditation of a program, the American Library Association requires that the parent institution be accredited by its appropriate institutional accrediting agency.

A school's mission is relevant to master's program review; when the school offers other educational programs, the contribution of those programs is also relevant. A school may seek accreditation for more than one graduate program of education in library and information studies leading to a master's degree; when that is done, the goals and objectives of each program and their interrelationships are to be presented.

The requirements of these Standards apply regardless of forms or locations of delivery of a program.

The American Library Association through the Committee on Accreditation protects the public interest and provides guidance for educators. Prospective students,

employers recruiting professional staff, and the general public concerned about the quality of library and information services have the right to know whether a given program of education is of good standing. By identifying those programs meeting recognized standards, the Committee offers a means of quality control in the professional staffing of library and information services.

The Standards are indicative, not prescriptive, with the intent to foster excellence through the development of criteria for evaluating educational effectiveness.

Throughout the Standards, the requirements for evaluation include assessments, not only of educational processes and resources, but also of the successful use of those processes and resources to achieve established objectives expressed as student learning outcomes. Further, institutions seeking accreditation of master's degree programs in library and information studies have an obligation to use the results of their evaluations for broad-based, continuous program planning, assessment, development, and improvement.

Systematic planning is an ongoing, active, broad-based approach to (a) continuous review and revision of a program’s vision, mission, goals, objectives, and learning outcomes; (b) assessment of attainment of goals, objectives, and learning outcomes;

(c)realignment and redesign of core activities in response to the results of assessment;

and (d) communication of planning policies, programs, and processes, assessment activities, and results of assessment to program constituents. Effective broad-based, systematic planning requires engagement of the program’s constituents and thorough and open documentation of those activities that constitute planning. Many programs

achieve their planning processes through development of formal planning documents that incorporate explicit targets or deadlines for achievement of planning processes.

These Standards describe the essential features of programs of education that prepare library and information professionals. Within the context of the school's rights and obligations regarding initiative, experimentation, innovation, and individual

programmatic differences, these Standards identify the indispensable components of library and information studies programs. These Standards are based on qualitative rather than quantitative measures. For the purposes of accreditation of educational programs, evaluation based on qualitative measures ultimately depends on the observation and judgment of experienced and capable evaluators.

This document supersedes the Standards for Accreditation 1992. It is based upon a synthesis of the views that the Committee on Accreditation solicited during the review and revision process of 2002-2007.

The Committee on Accreditation has developed documents that guide the accreditation process. The Office for Accreditation provides educational policy statements from relevant professional organizations in the Educational Policy Statements area of the website at ala.org/accreditation. Reference to these materials by schools as they plan, develop, and evaluate their programs is essential.

The Committee on Accreditation determines the eligibility for accredited status of a program on the basis of evidence presented by a school and of the report of a visiting external review panel. The evidence supplied by the program in support of the Standards is evaluated against the statement of the school's mission and its program goals and objectives.

Program goals and objectives are fundamental to all aspects of master's degree programs and form the basis on which educational programs are to be designed and developed and upon which they are evaluated. Program objectives are stated in terms of student learning outcomes to be achieved.

Each of the Standards represents an essential component of master's degree programs in library and information studies. As a part of its evaluation, the Committee on Accreditation examines each of the component aspects; however, its final judgment is concerned with the totality of the accomplishment and the environment for learning.

The decision regarding accreditation is approached from an evaluation of this totality

rather than from a consideration of isolated particulars.

The American Library Association’s policy 60.5, “Library Education to meet the Needs of a Diverse Society,” encourages graduate library and information science programs to ensure that their student bodies, faculties, and curricula reflect the diverse histories and information needs of all people that are served. These standards should be interpreted in the spirit of that policy.

1. Gloria Chernay, Accreditation and the Role of the Council on Postsecondary Accreditation (Washington, DC: The Council on Postsecondary Accreditation, 1990), p. 3.

2. American Library Association, Handbook of Organization, 2006-2007 (Chicago, IL: ALA, 2006), p. 14.

3. The Council for Higher Education Accreditation (CHEA) is the national recognizing agency of higher education accrediting bodies. CHEA emerged from the dissolution of COPA. ALA voluntarily withdrew from the U.S. Department of Education recognition when the 1992 Higher Education Act limited the scope of recognition to only those agencies whose accreditation plays a "gatekeeping role"

to establish eligibility for federal funding.

I: Mission, Goals, and Objectives

I.1 A school's mission and program goals are pursued, and its program objectives achieved, through implementation of an ongoing, broad-based, systematic planning process that involves the constituency that a program seeks to serve.

Consistent with the values of the parent institution and the culture and mission of the school, program goals and objectives foster quality education.

I.2 Program objectives are stated in terms of student learning outcomes and reflect I.2.1 the essential character of the field of library and information studies; that is,

recordable information and knowledge, and the services and technologies to facilitate their management and use, encompassing information and knowledge creation, communication, identification, selection, acquisition, organization and description, storage and retrieval, preservation, analysis, interpretation,

evaluation, synthesis, dissemination, and management;

I.2.2 the philosophy, principles, and ethics of the field;

I.2.3 appropriate principles of specialization identified in applicable policy statements and documents of relevant professional organizations;

I.2.4 the value of teaching and service to the advancement of the field;

I.2.5 the importance of research to the advancement of the field's knowledge base;

I.2.6 the importance of contributions of library and information studies to other fields of knowledge;

I.2.7 the importance of contributions of other fields of knowledge to library and information studies;

I.2.8 the role of library and information services in a diverse global society, including the role of serving the needs of underserved groups;

I.2.9 the role of library and information services in a rapidly changing technological society;

I.2.10 the needs of the constituencies that a program seeks to serve.

I.3 Within the context of these Standards each program is judged on the degree to which it attains its objectives. In accord with the mission of the school, clearly defined, publicly stated, and regularly reviewed program goals and objectives form the essential frame of reference for meaningful external and internal

evaluation. The evaluation of program goals and objectives involves those served:

students, faculty, employers, alumni, and other constituents.

II: Curriculum

II.1 The curriculum is based on goals and objectives, and evolves in response to an ongoing systematic planning process. Within this general framework, the curriculum provides, through a variety of educational experiences, for the study of theory, principles, practice, and values necessary for the provision of service in libraries and information agencies and in other contexts.

II.2 The curriculum is concerned with recordable information and knowledge, and the services and technologies to facilitate their management and use. The curriculum of library and information studies encompasses information and knowledge creation, communication, identification, selection, acquisition, organization and description, storage and retrieval, preservation, analysis, interpretation,

evaluation, synthesis, dissemination, and management.

II.3 The curriculum

II.3.1 fosters development of library and information professionals who will assume an assertive role in providing services;

II.3.2 emphasizes an evolving body of knowledge that reflects the findings of basic and applied research from relevant fields;

II.3.3 integrates the theory, application, and use of technology;

II.3.4 responds to the needs of a diverse society including the needs of underserved groups;

II.3.5 responds to the needs of a rapidly changing technological and global society;

II.3.6 provides direction for future development of the field;

II.3.7 promotes commitment to continuous professional growth.

II.4 The curriculum provides the opportunity for students to construct coherent programs of study that allow individual needs, goals, and aspirations to be met within the context of program requirements established by the school and that will foster development of the competencies necessary for productive careers.

The curriculum includes as appropriate cooperative degree programs,

interdisciplinary coursework and research, experiential opportunities, and other similar activities. Course content and sequence relationships within the

curriculum are evident.

II.5 When a program includes study of services and activities in specialized fields, these specialized learning experiences are built upon a general foundation of library and information studies. The design of specialized learning experiences takes into account the statements of knowledge and competencies developed by relevant professional organizations.

II.6 The curriculum, regardless of forms or locations of delivery selected by the school, conforms to the requirements of these Standards.

II.7 The curriculum is continually reviewed and receptive to innovation; its evaluation is used for ongoing appraisal, to make improvements, and to plan for the future.

Evaluation of the curriculum includes assessment of students' achievements and their subsequent accomplishments. Evaluation involves those served by the program: students, faculty, employers, alumni, and other constituents.

III: Faculty

III.1 The school has a faculty capable of accomplishing program objectives. Full-time faculty members are qualified for appointment to the graduate faculty within the parent institution and are sufficient in number and in diversity of specialties to carry out the major share of the teaching, research, and service activities required for a program, wherever and however delivered. Part-time faculty, when

appointed, balance and complement the teaching competencies of the full-time faculty. Particularly in the teaching of specialties that are not represented in the expertise of the full-time faculty, part-time faculty enrich the quality and diversity of a program.

III.2 The school demonstrates the high priority it attaches to teaching, research, and service by its appointments and promotions; by encouragement of innovation in teaching, research, and service; and through provision of a stimulating learning and research environment.

III.3 The school has policies to recruit and retain faculty from diverse backgrounds.

Explicit and equitable faculty personnel policies and procedures are published,

accessible, and implemented.

III.4 The qualifications of each faculty member include competence in designated teaching areas, technological awareness, effectiveness in teaching, and active participation in appropriate organizations.

III.5 For each full-time faculty member the qualifications include a sustained record of accomplishment in research or other appropriate scholarship.

III.6 The faculty hold advanced degrees from a variety of academic institutions. The faculty evidence diversity of backgrounds, ability to conduct research in the field, and specialized knowledge covering program content. In addition, they

demonstrate skill in academic planning and assessment, have a substantial and pertinent body of relevant experience, interact with faculty of other disciplines, and maintain close and continuing liaison with the field. The faculty nurture an intellectual environment that enhances the accomplishment of program

objectives. These characteristics apply to faculty regardless of forms or locations of delivery of programs.

III.7 Faculty assignments relate to the needs of a program and to the competencies and interests of individual faculty members. These assignments assure that the quality of instruction is maintained throughout the year and take into account the time needed by the faculty for teaching, student counseling, research,

professional development, and institutional and professional service.

III.8 Procedures are established for systematic evaluation of faculty; evaluation considers accomplishment and innovation in the areas of teaching, research, and service. Within applicable institutional policies, faculty, students, and others are involved in the evaluation process.

IV: Students

IV.1 The school formulates recruitment, admission, financial aid, placement, and other academic and administrative policies for students that are consistent with the school's mission and program goals and objectives; the policies reflect the needs and values of the constituencies served by a program. The school has policies to recruit and retain students who reflect the diversity of North America’s communities. The composition of the student body is such that it fosters a learning environment consistent with the school's mission and program

IV.1 The school formulates recruitment, admission, financial aid, placement, and other academic and administrative policies for students that are consistent with the school's mission and program goals and objectives; the policies reflect the needs and values of the constituencies served by a program. The school has policies to recruit and retain students who reflect the diversity of North America’s communities. The composition of the student body is such that it fosters a learning environment consistent with the school's mission and program