Engineering an Information Literacy Program for First-year Engineering Students

Hensel, Robin; Brown, Ordel; Strife, Mary

doi:10.18260/1-2--21292

Cited by 5 publications

(5 citation statements)

References 12 publications

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“…This project provides an authentic learning experience supporting readiness for the HVAC industry. Information seeking skills are needed to solve real-world problems. 36–38 Therefore, an information literacy component was introduced to increase the learners’ information literacy skills. In collaboration with the engineering librarian, an online LibGuide webpage was created and added to the course Blackboard platform to facilitate an easy access to support resources, including e-books from Knovel and Access Engineering, web-based information from credible sites, and citation guides.…”

Section: Research Methods and Analysismentioning

confidence: 99%

A Model for incorporating information literacy and collaboration in a project-based learning pedagogical exercise with application to a fluid mechanics course

Cioc

Haughton

Cioc

et al. 2022

International Journal of Mechanical Engineering Education

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This paper describes the implementation and the results of an online project-based learning (PBL) pedagogy in an advanced fluid mechanics course in a mechanical engineering technology program. This work is a close collaboration between engineering and education faculty and the engineering librarian, and aligns with the new research areas identified by the National Engineering Education Research Colloquies and the ABET Criteria for Accrediting Engineering Technology Programs Criterion 3 (student outcomes, SLO 1 to 5) and Criterion 5 (curriculum, discipline specific content C, D and E). Students were required to work in teams to design and dimension a heating, ventilation, and air-conditioning (HVAC) duct system, a real-world expression of engineering thinking. Students applied information literacy skills to identify relevant engineering codes and standards, such as ASHRAE, and used previously learned content knowledge from various courses to finalize the project. The PBL exercise was chosen as a culminating experience and in support of engineering competencies development. The results showed improvements in the flow of air in ducts content knowledge, professional communication skills, and the ability to collaborate as part of a team, including improving one's ability to work with other students on assignments, listening to the ideas of others, learning from the ideas of others, and evaluating the ideas of others. The students unanimously agreed that the project improved their heating, ventilation, and air-conditioning (HVAC) knowledge beyond the classroom as well as their information seeking skills. Based on the students end of semester course evaluation, this PBL exercise improved their readiness for the workforce.

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Section: Research Methods and Analysismentioning

confidence: 99%

A Model for incorporating information literacy and collaboration in a project-based learning pedagogical exercise with application to a fluid mechanics course

Cioc

Haughton

Cioc

et al. 2022

International Journal of Mechanical Engineering Education

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show abstract

“…Researchers agree on the necessity to develop information skills especially concerning the use of diverse resources, appropriate documentation and citation, strategies used when searching for information, and selection of which database to search (Denick, Bhatt, & Layton, 2010; Hensel, Brown, & Strife, 2012; MacAlpine & Uddin, 2009; Welker, McCarthy, Komlos, & Fry, 2012; Wertz, Purzer, Fosmire, & Cardella, 2013). ABET's recent changes emphasize that engineering students need to develop the “ability to acquire and apply new knowledge as needed, using appropriate learning strategies” in its approved accreditation standards for the 2020–2021 academic year (ABET, 2020, p. 6).…”

Section: Introductionmentioning

confidence: 99%

Self‐directed information literacy scale: A comprehensive validation study

Douglas

Fernandez

Fosmire

et al. 2020

J of Engineering Edu

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Background: Engineering and technology students need to acquire, evaluate, apply, and document information to solve complex ill-defined problems. However, there are few assessment tools to evaluate how these students approach information. Purpose: The authors integrated information literacy standards with self-directed learning theory to create the self-directed information literacy (SIL) scale as an assessment of students' self-directedness using high-quality information skills in engineering projects. The purpose of this research is to examine the measurement properties of SIL to inform the use and interpretation of SIL's scores among diverse learners. Method: The authors administered SIL to first-year engineering and technology students (n = 1,603). To test three hypotheses about SIL scores related to validity, reliability, and fairness, we conducted a series of psychometric analyses, including confirmatory factor analysis (CFA) and measurement invariance between groups. Results: The results of the CFA were acceptable for the proposed higher-order factor structure of SIL and a separate Beginner Behavior factor. Measurement models for male and female scores were found invariant; however, there were measurement differences between groups of students based on their experience with instruction in the English language. Conclusions: SIL can be scored to assess engineering and technology students' specific SIL subfactors (Recognize, Seek, Evaluate, Apply, Document, and Reflect) or scored as an overall broader measure of self-directedness with information. A separate factor, Beginner Behavior, can be used to moderate ceiling effects. SIL scores can be used for gender comparisons but should be carefully evaluated when the sample includes students who are new to curriculum and instruction in the English language.

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“…Information Literacy instruction in colleges and universities has been an important part of undergraduate education. Engineering faculty understand the importance of including information literacy instruction within their courses, recognizing that engineering students should have information literacy and research skills, as it has improved the quality of work produced by their students [2,3]. Information literacy goes beyond the classroom and the course where it was taught.…”

Section: Literature Reviewmentioning

confidence: 99%

“…It allows a librarian to go beyond the "traditional" librarian role and imparts the opportunity to teach course-specific information literacy skills to students that they would more than likely not reach during a traditional library workshop, as well as collaborate with curriculum development, such as creating learning objectives, specific instructional modules, in-class activities, assessments, rubrics, etc. [3,15].…”

Section: Literature Reviewmentioning

confidence: 99%

Connecting Students to Discipline Specific Research in Their First Year: A Collaboration between Engineering Faculty and Librarians

Hottinger,

Perez

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Engineering an Information Literacy Program for First-year Engineering Students

Abstract: Her research interests include STEM education at all levels, first-year experience and issues related to the transition from high school to college, and the retention and recruitment of women and minorities to STEM fields.

Cited by 5 publications

References 12 publications

A Model for incorporating information literacy and collaboration in a project-based learning pedagogical exercise with application to a fluid mechanics course

A Model for incorporating information literacy and collaboration in a project-based learning pedagogical exercise with application to a fluid mechanics course

Self‐directed information literacy scale: A comprehensive validation study

Connecting Students to Discipline Specific Research in Their First Year: A Collaboration between Engineering Faculty and Librarians

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