MBA program curriculums have been the target of criticism since the financial scandals of the early 2000s, with the main focus being that many programs sacrificed the teaching of useful, real world skills in favor of impractical scientific research, while also neglecting areas such as ethics and social responsibility. The financial collapse prompted many MBA programs to implement reforms which include adding experiential learning programs among other changes. These reforms provide opportunities for librarians to introduce or increase information literacy components in the programs. The current state of MBA information literacy practices is discussed, with several initiatives highlighted and some new approaches suggested.

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UK) librarians are testing a new approach in the perennial quest to encourage professors and other course instructors to incorporate information literacy concepts into their course designs. Although many curricula desire or even require information literacy to be included among their learning outcomes, many instructors simply do not know what information literacy learning outcomes could or should be. We wondered if a top ten list could help, and we developed one this year, based on a cross-disciplinary group of information literacy standards. Consider your own favorite information literacy outcomes from the ACRL standards, or those that come out of your work with the Framework for Information Literacy: are there some that are more foundational, more widely applicable, more essential? We considered each of these themes in our project, and we're excited to present the final list of ten great information literacy learning outcomes we shared with our university committee. HistoryThe roots of this project go back to 2009, when UK's Core Curriculum was being developed. The Core requires that undergraduate students take ten classes, covering 30 hours, which are intended to provide them with a broad base of knowledge and a solid foundation for further academic study. Students can choose from many classes to fulfill the requirements in four broad areas:

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