Jessica Perez|Paul Hottinger
Complete Evidence-Based Practice Paper: The Impact of Information Literacy Instruction on the Synthesis Level of First-Year Engineering Students
California State Polytechnic University|American Society For Engineering Education|California State Polytechnic University|American Society For Engineering Education
abstract information literacy ability find evaluate use information ethically many students taught skills high school often realize deficiencies first year college presented assignments requiring quality academic sources crucial reach students early college career instill information literacy skills scholarly endeavors help remedy deficiency academic librarians collaborate teaching faculty provide information literacy instruction sessions classes providing students basic introduction library advanced research skills important engineer course studies professional practice little done integrate information literacy engineering curriculum studies examined information literacy focus selfperceived skills upperdivision students design courses 1 singular major course 2 focused transactional nature information literacy evaluate instead integration synthesis research 34 examine firstyear students tie information literacy research paper field tied design project assignment moreover studies work information literacy diverse pool learners major cultural socioeconomic academic preparation study analyzes application perception information literacy 411 firstyear students college engineering public university students abet accredited engineering engineering technology majors offered college deemed academically ready collegelevel english study used direct indirect evidence assess effectiveness information literacy instruction address following intentional information literacy instruction impact quality research produces firstyear students type intervention make difference goal project increase students information literacy move content frame information literacy described bruce edwards lupton 5 relational frame making firstyear students ready critical information see information literacy skills part content skills address questions data gathered directly indirectly first source data pre postassessment students selfperceived information literacy indicated gross latham 6 often overinflated reliable measure students actual information literacy skills balance direct evidence collected students meet general education learning outcomes student completed research paper synthesize current research field addressing one 14 grand challenges engineering papers scored rubric measured proficiency mechanics paper proper ieee formatting quality quantity resources used paper level synthesis information rounded picture impact instruction made student learning students also asked submit paper completed information literacy sessions instruction except cases instruction planned follow association colleges research libraries acrl information literacy standards science technology four different delivery methods information literacy oneshot classroom oneshot library extended threepart series library instruction engineering librarian determine effectiveness instruction various statistical techniques including manovas completed compare gains perceived skill well compare scores across sections synthesis paper well student compared