Middle States Commission on Higher Education
CUNY's accrediting body. Useful documents include:

Information Literacy and Accreditation Agencies (ACRL)
Reviews the presence of information literacy in various accreditation standards.

Discipline Specific Standards

Information Literacy Competency Standards for Higher Education (ACRL, 2000)
A "framework for assessing the information literate individual," and an outline of the process by which "faculty, librarians and others can pinpoint specific indicators that identify a student as information literate."

Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians (ACRL, 2001)
Includes information about the development of the objectives, the relationship between the ACRL Information Literacy Competency Standards for Higher Education and the IS Objectives, and ideas for Using the IS Objectives.

Information Literacy in the Disciplines
Created by the ACRL Instruction Section, this page contains links and citations to information literacy standards and curricula developed by accrediting agencies, professional associations, and institutions of higher education.

Research Competency Guidelines for Literatures in English (ACRL, 2007)
Based on the ACRL Information Literacy Competency Standards for Higher Education, these guidelines are meant to address the "more specific and source oriented approach to information within the discipline of English literatures, with a concrete list of research skills."

Information Literacy Standards for Science and Technology (ACRL, 2005)
Developed by the Science and Technology Section (ACRL), these five standards and twenty-five performance indicators were developed for information literacy in Science and Engineering/Technology

Information Literacy Standards for Anthropology and Sociology Students (January 2008)
Prepared by the Anthropology and Sociology Section (ACRL) Task Force in conjunction with members and representatives of the American Sociological Association (ASA) and American Anthropological Association (AAA).

Promoting Information Literacy for Science Education Programs: Correlating the National Science Education Content Standards with the Association of College and Research Libraries Information Competency Standards for Higher Education
Published by Jennifer Laherty, Instruction and Reference Librarians, California State University, Hayward, in Issues in Science and Technology Librarianship, Fall 2000.

Information Literacy Instructional Objectives for Undergraduate Music Students (MLA, 2004)
Based on the ACRL Information Literacy Competency Standards for Higher Education, these objectives have been "reframed as instructional objectives, which allow the music-specific elements to stand out more prominently."

Information Literacy Objectives for Psychology Undergraduates

  1. Connections between the APA Undergraduate Psychology Learning Goals and Outcomes and the ACRL Information Literacy Competency Standards for Higher Education Undergraduate Psychology Majors Learning Goals and Outcomes 2002 <pdf> . Lawrence University (WI) has mapped the ACRL Standards to the American Psychological Association, Board of Educational Affairs designated learning goals and outcomes for undergraduate psychology majors.
  2. Goals and Objectives for the Undergraduate Psychology Major: Recommendations from a Meeting of California State University Psychology Faculty <pdf> (N.D.) . Identifies 8 goals and objectives for undergraduate psychology majors. Goal 4 specifically deals with information competence although it is also included elsewhere in the document.
  3. Curriculum Integrated Instruction in Psychology. This site identifies the APA Standards which address information literacy. See APA, Guidelines and Principles for Accreditation of Programs in Professional Psychology.

Information Literacy for Chemistry

  1. Information Literacy for Students of Chemistry by Dr. Philip Barnett, City College of New York (CUNY, 2005)
  2. Undergraduate Professional Education in Chemistry: Guidelines and Evaluation Procedures: Spring 2003 Guidelines <pdf> -- Pages 14 and 17 contain useful information for information literacy. See also Topical Supplements to the Guidelines.
  3. Clearinghouse for Chemical Instructional Materials