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ALIA accreditation of courses: Criteria for the accreditation of first-award courses in library and information management at librarian and library technician level

The term 'professional' as applied to courses refers to courses in library and information management leading to qualification as a librarian and distinguishes these from 'library technician' courses that lead to qualification as a library technician.

The Australian Library and Information Association is the body which establishes and maintains standards for entry into the library and information profession in Australia. It achieves this through its course accreditation program.

The association accredits first award courses in library and information management at professional level and at library technician level. Course accreditation aims to foster excellence in the provision of education for the Australian library and information services sector and to ensure that all students undertaking a course experience a quality program, with an appropriate curriculum delivered effectively and supported by the required resources.

A graduate of an ALIA accredited course at professional level is eligible for Associate membership of the association without further assessment. A graduate of an ALIA accredited course at library technician level is eligible for Library Technician membership of the association without further assessment.

Eligibility for associate and Library Technician membership of ALIA is regularly used as a benchmark for the qualifications needed for employment in the Australian library and information sector at librarian and library technician level respectively.

Courses eligible for accreditation
In Australia, first award courses leading to professional qualifications in library and information management are offered at both undergraduate and graduate level. This may include courses at bachelor, graduate diploma and master level which incorporate streams, specialisations or defined sequences of subjects which encompass the core knowledge, skills and attributes for library and information work at as set out in the association's statement, The library and information sector: core knowledge, skills and attributes.

Courses leading to library technician qualifications in library and information management must equate to Level 5 (diploma) of the Australian Qualifications Framework as a minimum and may include those developed using the endorsed Museums and Library/Information Services National Training Package. Courses must encompass the core knowledge, skills and attributes for library and information work at library technician level as set out in the association's statement, The library and information sector: core knowledge, skills and attributes.

ALIA's course accreditation program
The association undertakes accreditation of courses at the invitation of the institution offering the course. To seek accreditation of the course or courses it offers, an institution must be a Registered Training Organisation. An institution wishing to invite the association to undertake course accreditation should write to the ALIA executive director. The association in consultation with the institution will determine the timing of the course accreditation process. The association provides a manual outlining the course accreditation process to assist institutions in preparing their application.

A formal accreditation process is not normally undertaken until the course has commenced and students are enrolled. It is advised that institutions planning to introduce or revise a course should include representation from ALIA at the national or local level to be a stakeholder in the course development process.

Courses may be offered in a variety of delivery modes but it is expected that all students would have the opportunity to attain the same learning and development outcomes from the course regardless of delivery mode.

Course accreditation process
Course accreditation comprises three phases:

Course accreditation through documentation and usually a site visit by an association appointed panel of educator/s and practitioner/s.
Annual Course Return review by the association.
Reaccreditation of the course at the invitation of the institution at the end of the period of accreditation or when changes to the course are introduced.

Criteria for the accreditation of courses
ALIA's statement The library and information sector: core knowledge, skills and attributes provides the conceptual framework for curriculum and learning outcomes. While there are no specifically prescribed subjects which must be included in a course, it is anticipated that course providers will use the framework of core knowledge, skills and attributes to develop courses that produce graduates with the necessary knowledge and skills to begin practice at the appropriate level on graduation and continue the development of their knowledge and skills into the future.

In accrediting courses at professional level and library technician level, the association takes into consideration:

course design
curriculum content
assessment
staffing
resourcing
quality assurance mechanisms
infrastructure

Courses may be offered in a number of delivery modes, including through flexible delivery options. In accrediting a course, the association seeks outcomes from the course that are consistent across the various delivery modes.

Further the association anticipates that courses have in place articulation arrangements which ensure career progression and enable transfer of credits into related courses.

1. Professional level courses
Courses at professional level aim to produce graduates who design, plan, develop, manage and evaluate the delivery of library and information services to meet the information needs of their clients and assist them to become information literate. Library and information professionals achieve this by employing the skills and knowledge they have gained through their education to analyse, evaluate, organise and synthesise information and to develop programs which will encourage their clients to acquire the skills necessary to effectively seek, locate and use the information they need.

1.1 Course design
The course provider is responsible for the course design. Courses may be generalist or specialised, but to gain ALIA accreditation courses must encompass the spectrum of core and generic knowledge, skills and attributes to provide provide the foundation for entry level practice in the sector.

Where a course is specialised, qualifications in a discipline other than library and information management may also be required, for example a accredited teaching qualification is a requirement for entry into a teacher-librarian course.

1.2 Curriculum content
Courses leading to a first award library and information management qualification at professional level must:

Deliver the core knowledge, skills and generic attributes at the level appropriate to ensure the highest standard of professional practice.
Provide practical experience, through work placements or in other appropriate ways, as an integrated component to link theory to the practice of the profession.
Offer opportunities for students to engage in authentic learning activities which allow students to gain practical experience of library and information services, for example, through fieldwork placements and, project work, as well as having access to resources in libraries and information agencies.
Be intellectually rigorous, grounded in theoretical frameworks and contribute to the development of students' ability to think critically, analytically, reflectively and creatively.
Offer opportunities for students to develop an understanding of the relevant research methodologies to support the critical evaluation of library and information services, to encourage the dissemination of research findings through scholarly publication, with the goal of fostering a professional culture that supports research into practice.
Engender a commitment to lifelong learning and ongoing professional development.

1.3 Assessment
Courses must demonstrate an appropriate standard and level of assessment. Course providers must ensure that:

Assessment strategies and tasks encourage the accumulation of the knowledge, skills and attributes necessary for professional practice.
Assessment is consistent with relevant tertiary education assessment policies and guidelines.
Assessment instruments are valid, reliable, fair and practicable.
Learners play an active role in their own assessment.
Appropriate supervision of work-based learning components of the course is provided.
A variety of approaches to assessment is used.
Feedback to students is provided on a regular and timely basis.

1.4 Staffing
The academic institution responsible for delivery of the course must ensure that:

The number and levels of staff qualified to teach and administer the course are adequate and appropriate.
Teaching staff hold appropriate academic and professional qualifications, have teaching and research experience and demonstrate a sound contribution and commitment to the library and information profession.
Through the professional involvement and commitment of the teaching team, the course remains relevant to the current and emerging needs for practice in the profession at librarian level.
A mechanism for course coordination exists through which at least one full-time member of staff is available to plan the teaching and learning activities of the course and to advise and assist students.

1.5 Resourcing
The institution offering the course should ensure that it has:

Teaching and learning materials available which will support the course in all its delivery modes, suit different learning styles, reflect standards and quality of pedagogy appropriate to tertiary level and assist students to take responsibility for their own learning.
Adequate accommodation, equipment and funding to support the course in whatever delivery mode it is offered.
Adequate administrative and clerical support.
The co-operation and active involvement of the institution's library staff to ensure that the students have access to the information resources to support their studies.
Appropriate access to library and information services, ICT resources and other teaching and learning resources which adequately support the course and contribute positively to student learning.
Access to library and information agencies of various types for student visits, projects and placements.
Mechanisms in place which encourage consultation between course providers and industry practitioners.

1.6 Quality assurance mechanisms
Course providers must be able to demonstrate that they have in place appropriate quality assurance mechanisms that support the course. These may include but are not limited to:

Processes and procedures for course development.
Consultation mechanisms between course providers and practitioners.
Established methods for evaluating course content and delivery.

1.7 Infrastructure
The unit offering the course must:

Foster support for research and related activities.
Ensure that the course reflects the strategic direction of the parent institution
Establish and convene appropriate mechanisms for industry consultation.

Institutions are encouraged to liaise with the association during the course design and development processes to ensure the desired standards are achieved.

2. Library technician level courses
Courses at library technician level aim to produce graduates with sound practical information knowledge and skills which enable them to effectively support the delivery of library and information services that meet client information needs and assist them to become information literate. Library technicians achieve this by using the skills and knowledge gained through their education to encourage their clients to develop the necessary skills to effectively seek, locate and use information they need.

2.1 Course design
The course provider is responsible for the course design. Courses accredited at library technician level must equate to Level 5 (diploma) of the Australian Qualifications Framework as a minimum and may include those developed using the endorsed Museums and Library/Information Services National Training Package or equivalent.

2.2 Curriculum content
Courses leading to a first award library and information management at library technician level must:

Deliver the core knowledge, skills and generic attributes at the level appropriate to ensure the highest standard of library technician practice.
Integrate practical experiences and work-based projects as part of the learning strategies.
Engender a commitment to lifelong learning and ongoing professional development.

2.3 Assessment
Courses must demonstrate a standard and level of assessment appropriate to that recommended in the National Industry Training Package. Course providers must ensure that:

Assessment processes, including accreditation of current skills and knowledge, are consistent with a Level 5 qualification, as a minimum, as specified in the National Industry Training Package.
Assessment instruments are valid, reliable, fair and practicable.
Learners play an active role in their own assessment.
Appropriate supervision of work-based learning components of the course is provided.
A variety of approaches to assessment is used.
Feedback to students is provided on a regular and timely basis.

2.4 Staffing
The institution responsible for delivery of the course must ensure that:

The number and levels of staff qualified to teach and administer the course are adequate and appropriate.
Teaching staff hold appropriate academic and professional qualifications, have teaching and research experience and demonstrate a sound contribution and commitment to the library and information profession.
Through the professional involvement and commitment of the teaching team, the course remains relevant to the current and emerging needs for practice at the library technician level.
A mechanism for course coordination exists through which at least one full-time member of staff is available to plan the teaching and learning activity of the course and advise and assist students.

2.5 Resourcing
The institution offering the course should ensure that it has:

Teaching and learning materials available which will support the course in all its delivery modes, suit different learning styles, reflect standards and quality of pedagogy appropriate to vocational education and training and assist students to take responsibility for their own learning.
Adequate accommodation, equipment and funding to support the course in whatever delivery mode it is offered.
Adequate administrative and clerical support.
The co-operation and active involvement of the institution's library staff to ensure that the students have access to the information resources to support their studies.
Appropriate access to library and information services, ICT resources and other teaching and learning resources which adequately support the course and contribute positively to student learning.
Access to library and information agencies of various types for student visits, projects and placements.
Mechanisms in place which encourage consultation between course providers and industry practitioners.

2.6 Quality assurance mechanisms
Course providers must be able to demonstrate that they have in place appropriate quality assurance mechanisms that support the course. These may include but are not limited to:

Processes and procedures for course development.
Consultation mechanisms between course providers and practitioners.
Established methods that are used regularly for evaluating course content and delivery.

2.7 Infrastructure
The unit offering the course must:

Ensure that the course reflects the strategic direction of the parent institution.
Establish and convene appropriate mechanisms for industry consultation.
Foster support for research and similar activities.

Institutions are encouraged to liaise with the association during the course design and development processes to ensure the desired standards are achieved.

Questions relating to ALIA Course accreditation can be directed to :
ALIA Education Manager
education@alia.org.au.nospam (please remove '.nospam' from address)
Phone 02 6215 8222

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