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THE LIBRARY ASSOCIATION
(founded 1877, Royal Charter 1898)
http://www.la-hq.org.uk
THE INSTITUTE OF INFORMATION SCIENTISTS
(founded 1958)
http://www.iis.org.uk
THE PURPOSE OF COURSE ACCREDITATION
To introduce a measure of quality assurance into membership
recruitment by the professional body.
LIBRARY ASSOCIATION
Chartered status can only be achieved at present by
successfully completing an accredited course in LIS, followed
by a period of practical experience.
INSTITUTE OF INFORMATION SCIENTISTS
Membership can be achieved only by a period of
appropriate practical experience, the required length of
which is reduced if the applicant has successfully
completed a course accredited by the Institute.
The IIS and LA do not prescribe course content.
Rather do they seek reassurance that any course submitted for
accreditation
 Is relevant to current and developing practice in librarianship and
information science
 provides students with appropriate knowledge and skills for entry
into the information profession.
The IIS and LA hold to the view that
 all students should be trained in research
methods
 students must demonstrate their ability to use
these methods through the successful
completion of a substantial piece of individual
work in the form of a project or dissertation
 all students have appropriate practical
experience, either as a pre-requisite for
admission or as an integrated component of the
course.
A.
Information Generation, Communication &
Utilisation
Scope
The processes and techniques whereby
information resources are created, analysed,
evaluated, moderated and manipulated in order to
meet the requirements of defined user populations
A1 Principles of Library and Information Science
A2 Identification & Analysis of Information Flows
& Resources
A3 Principles of Collection & Data Management
A4 Knowledge Organisation , Recording &
Retrieval
A5 Information Evaluation
A6 Data Restructuring & Information Presentation
B.
Information Management and Organisational
Context
Scope
The application of techniques for planning,
implementing, evaluating, analysing and
developing library and information products and
services within the context of the organisation's
culture, aims and objectives.
The impact of information systems on the
structures and procedures of organisations
B1 Development & Provision of Information
Services & Products
B2 Strategic Tactical & Financial Planning of
Information Services
B3 Marketing & Business Development of
Information Services
B4 Quality Issues & Liability
B5 Information Service Performance Assessment
B6 Information System / Organisation Analysis
B7 Analysis of User Information Needs
B8 User Studies & Education
C.
Information Systems & Information &
Communication Technologies
Scope
The availability and functionality of manual and
electronic information systems and information
and communications technologies insofar as they
apply to the principles and practices of information
management.
The application of techniques to identify, analyse,
specify, implement and evaluate appropriate
systems.
C1 Specification, identification, analysis,
Implementation, valuation & utilisation of
manual & electronic systems & tools
D. Information Environment & Policy
Scope
The dynamics of information flow in society, in
(and between) nations, governments and the
information and media industries
D1 Legal and Regulatory Issues
D2 Professional & Ethical Issues
D3 International & Transborder Information
transfer
D4 Regional, National and International
Information Policies & Issues
E.
Management and Transferable Skills
Scope
Principles and techniques associated with
business and institutional management, together
with transferable skills of literacy and numeracy
E1 Human Resource Management
E2 Training & Development
E3 Financial & Budgetary Management
E4 Statistical Analysis
E5 Research Methods
E6 Project Management
E7 Native and foreign language skills
E8 Communication and other interpersonal skills
Contextual analysis

the relevance of the course to the library and
information science profession
 the professional involvement and commitment of the
teaching team, including the head of department
 the professional focus of the department in which the
course is offered
 the relationship with the parent institution
 the expertise and experience of staff
 the span and quality of courses offered
 the calibre of students as evidenced by
assessments and subsequent employment.
In addition, panel members seek evidence of
institutional support and continuing commitment
to the subject discipline, and availability of human
and physical resources sufficient to deliver the
course.
In order to maintain standards, the maximum period
for which a course remains in accreditation is
normally five years.
Flexibility of course structure and delivery
The notion of a well-defined course leading to a
particular award has been challenged by the
widespread adoption of modularised and unitised
programmes of study.
In some cases the title of the final award acts as
an umbrella term for a variety of subject
pathways by which a student might navigate
him/herself towards graduate status.
Arguably, the concept of ‘course’ has been made
less distinct

enhanced element of student choice built into
many curricula

flexible delivery modes which serve to
deconstruct awards into units of study whose
relationship may be broken by time or place
A dynamic discipline
The process of course accreditation in the LIS
domain does need to be hospitable to
programmes of study which enable the student
to acquire knowledge and skills which traverse
the traditional boundaries of the subject
- the better to equip him/her for the challenges
and opportunities facing the next generation of
information professionals.
Conclusion
LIS has to be located within an expanding mosaic
of scholarship, vocationally oriented towards the
information profession.
The profession is evolving in line with the
convergence ICTs, creating a challenge for the
professional bodies in their course accreditation
role.
In the UK this role is further challenged by some
significant thrusts in the Higher Education sector
The professional bodies' engagement with these
challenges is reflected in a rapprochement between
the accreditation boards of the IIS and LA.
The forging of relationships with cognate
professional bodies and with the QAA is now
indicated as a means of taking the professional
accreditation of LIS education into the new
millenium.