This nationwide analysis documents how institutions of higher education are responding to demands for accountability and transparency by implementing and assessing learning goals for information literacy.

Stakeholders in higher education across the country-including students, parents, research and policy organizations, and government agencies-are demanding greater accountability and transparency from institutions in how they are promoting quality and improvement in colleges and universities. Indeed, as the cost of tuition rises, colleges and universities as well as the organizations which accredit them are coming under increased scrutiny. Logically, student learning outcomes, assessment, and accreditation are all constantly under the magnifying glass.

Information Literacy as a Student Learning Outcome: The Perspective of Institutional Accreditation fills a gap in the current literature by inspecting how institutions nationwide are fulfilling accreditation standards in the area of information literacy. While the bulk of the book looks at institutions accredited by the Middle States Commission on Higher Education, all six of the regional accreditation areas are addressed. The author also conducted campus visits and interviews at selected institutions in order to provide a more in-depth analysis of these institutions' programs for information literacy.

Laura Saunders is associate professor at Simmons University School of Library and Information Science, teaching in the areas of reference, instruction, and academic libraries. Prior to earning her PhD, she worked as an academic reference librarian and in circulation at a public library. She earned her master's of library and information science and her PhD at Simmons University.