在全球發展趨勢快速變遷與高等教育環境持續轉型的影響下，為確保圖書資訊學專業教育的穩健發展並提升其國際認可的專業地位，需要透過教育評鑑制度保障與強化教育品質。然而，我國圖書資訊學教育缺乏專業評鑑制度；反觀美國與英國的圖書資訊學教育評鑑制度各具特色，發展成熟且歷史悠久，可作為我國發展圖書資訊學教育專業評鑑的重要借鏡。

本研究旨在探討美國與英國兩國的圖書資訊學教育評鑑制度，採用內容分析法與比較研究法，主要透過蒐集美國圖書館學會(ALA)與英國圖書館與資訊專業學會(CILIP)網站資料以及圖書資訊學教育評鑑相關認可標準與過程的核心文件、認可學程名錄或課程清單等第一手資料，針對美國與英國圖書資訊學教育認可機構、認可標準、認可過程、認可結果等面向進行整理與比較分析，再輔以第二手資料歸納出兩國圖書資訊學教育評鑑制度之影響因素，最後對臺灣圖書資訊學教育參與國際專業評鑑提出建議。

研究結果發現：（1）美國圖書館與資訊研究碩士學程認可制度，透過專業教育之認可標準以及由同行評審委員執行之自願性、非政府的協作過程，確保並促進提升圖書資訊學專業教育的品質；（2）英國圖書資訊學專業資格認證制度，涵蓋各教育層級之學術課程認可，應用專業學習與行業技能導向之認可標準，為進入圖書館、資料、資訊及知識領域的專業實踐奠定堅實基礎；（3）兩國的圖書資訊學教育評鑑制度在制度性質、專業教育定位與認可範圍、專業發展導向等方面存在差異；（4）美國圖書館學會(ALA)以及英國圖書館與資訊專業學會(CILIP)的圖書資訊學教育評鑑認可結果，在認可名單公布形式、學程或課程分布之國家範圍、參與iSchools情形、遠距教育提供情形等方面存在明顯差異；（5）美國圖書資訊學教育評鑑制度發展的影響因素為美國圖書館學會(ALA)系統性的碩士學程認可機構以及美國高等教育認可制度堅實的專業基礎；（6）英國圖書資訊學教育評鑑制度發展的影響因素為英國圖書館與資訊專業學會(CILIP)的英國皇家特許機構的身分以及該學會的會員資格與專業註冊制度。

根據研究結果，本研究為臺灣圖書資訊學教育發展專業評鑑及參與國際專業評鑑提出兩點建議：（1）由中華民國圖書館學會主導發展臺灣圖書資訊學教育專業評鑑制度，制定圖書資訊學專業教育評鑑標準以及可搭配使用之專業評鑑過程指引文件；（2）鼓勵臺灣圖書資訊學教育專業學會的成員以及圖書資訊學教育系所之教職員工生取得英國圖書館與資訊專業學會(CILIP)的會員資格。

In the context of rapidly changing global development trends and the continuous transformation of the higher education environment, ensuring the steady advancement of library and information science (LIS) professional education and enhancing its internationally recognized professional status requires the establishment of an accreditation system to safeguard and strengthen educational quality. However, LIS education in Taiwan still lacks a professional accreditation system. In contrast, the accreditation systems for LIS education in the United States and the United Kingdom are distinctive, well-developed, and historically established, serving as important references for Taiwan in developing its own professional accreditation framework.

This study aims to examine the accreditation systems of library and information science (LIS) education in the United States and the United Kingdom. Employing content analysis and comparative research methods, the study primarily collected first-hand data from the websites of the American Library Association (ALA) and the Chartered Institute of Library and Information Professionals (CILIP), including core documents on accreditation standards and processes, lists of accredited programs, and course catalogs. These materials were used to organize and comparatively analyze accreditation institutions, standards, processes, and outcomes in both countries. Supplementary second-hand sources were further utilized to identify the influencing factors behind the development of the two accreditation systems. Finally, the study provides recommendations for Taiwan’s LIS education to participate in international professional accreditation.

The research findings are as follows:(1) The U.S. accreditation system for master’s programs in library and information studies ensures and promotes the quality of LIS professional education through accreditation standards and a voluntary, non-governmental collaborative process carried out by peer review committees;(2) The U.K. professional qualification accreditation system covers academic programs at various educational levels, applying standards oriented toward professional learning and industry skills, thereby laying a solid foundation for professional practice in libraries, data, information, and knowledge fields;(3) The LIS education accreditation systems of the two countries differ in institutional nature, professional education positioning, accreditation scope, and professional development orientation; (4) The accreditation results of the American Library Association (ALA) and the Chartered Institute of Library and Information Professionals (CILIP) differ significantly in terms of the format of published lists, the geographic distribution of accredited programs or courses, participation in iSchools, and the provision of distance education;(5) The development of the U.S. LIS education accreditation system has been influenced by ALA’s systematic role as the accrediting body for master’s programs and the strong foundation of the U.S. higher education accreditation system;(6) The development of the U.K. LIS education accreditation system has been influenced by CILIP’s status as a Royal Chartered institution and its membership and professional registration system.

Based on the research findings, this study offers two recommendations for the development of professional accreditation in library and information science (LIS) education in Taiwan and its participation in international professional accreditation:(1) The Library Association of the Republic of China (LAROC) should take the lead in developing a professional accreditation system for LIS education in Taiwan, establishing accreditation standards and accompanying procedural guidelines;(2) Members of Taiwan’s LIS professional associations, as well as faculty, staff, and students of LIS departments, should be encouraged to obtain membership in the Chartered Institute of Library and Information Professionals (CILIP).

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