| Library Technical Assistants (LTAs) comprise the majority of the library staff workforce in the United States. LTAs have been asking the American Library Association (ALA) to create accreditation standards for LTA programs for several decades. As the major stakeholders in the LTA programs and education, program coordinators have a unique perspective on LTA education and how to improve the process. Since LTA program coordinators advise students, hire instructors, and oversee the LTA program, they are knowledgeable about the entire spectrum of LTA education. They are also uniquely qualified to share their educated opinions on the possible impact of accreditation standards on LTA education, from the effect on instructors, courses, and students to the possible changes in the educational structure of LTA programs. In this study, LTA Program Coordinators participated in an electronic questionnaire, telephone interviews, and electronic focus group discussions concerning the possible impact of voluntary accreditation standards on the LTA program. A generic qualitative approach was used to study, analyze and collect data. There were 26 participants in the questionnaire, 11 people were interviewed, and three took part in the focus group. Exploring the knowledge of LTA program coordinators revealed the possible advantages and disadvantages of voluntary accreditation standards on LTA education. Some of the participants were in favor of voluntary accreditation standards, while others felt that accreditation standards would negatively impact the LTA educational process. Whether or not the American Library Association decides to create voluntary accreditation standards for LTAs remains to be seen. |
