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Badging Your Way to Information Literacy

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Reimagining Engineering Information Literacy: Novel Perspectives on Integration, Assessment, Competencies & Information Use

Tagged Division

Engineering Libraries

Page Count

11

Page Numbers

26.275.1 - 26.275.11

DOI

10.18260/p.23614

Permanent URL

https://peer.asee.org/23614

Download Count

68

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Paper Authors

biography

Michael Fosmire Purdue University, West Lafayette

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Michael Fosmire is Professor of Library Science and Head, Physical Sciences, Engineering and Technology Division of the Purdue University Libraries.

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biography

Amy S. Van Epps Purdue University, West Lafayette Orcid 16x16 orcid.org/0000-0002-5986-5952

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Amy S. Van Epps is an associate professor of Library Science and Engineering Librarian at Purdue University. She has extensive experience providing instruction for engineering and technology students, including Purdue’s first-year engineering program. Her research interests include finding effective methods for integrating information literacy knowledge into the undergraduate engineering curriculum. Prof. Van Epps has a BA in engineering science from Lafayette College, her MSLS from Catholic University of America, a M.Eng. in Industrial Engineering from Rensselaer Polytechnic Institute, and is currently working on her PhD in Engineering Education at Purdue.

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Nastasha E Johnson Purdue University, West Lafayette

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Abstract

Badging Your Way to Information LiteracyMicrocredentialing, or badging, has become a popular way to certify achievement in a variety offields, perhaps most visibly in information technology. Higher education institutions havestarted to investigate badges as a way to certify curricular and co-curricular activities andprovide a more detailed description of the skills, abilities, and experiences of students as theygo through their college years. Microcredentialing also provides an opportunity to assess andrecognize student learning outcomes across multiple courses, rather than requiring students tomeet complex goals within one course.At the authors’ institution, the College of Technology recently formulated a competency-baseddegree program that includes information literacy outcomes for students. In order to trackstudent progress, the college decided to use a badging system, and librarians were asked tocreate and facilitate an information literacy badge for the college’s inaugural course for first-year students. The libraries have also been involved in working with a more conventional, i.e.,credit-based, course for first year students in the college, which meets the university’sfoundational core curriculum requirements for information literacy.This paper describes the process of converting an information literacy curriculum into acompetency-based program and compares student outcomes between the conventional andcompetency-based course offerings.

Fosmire, M., & Van Epps, A. S., & Johnson, N. E. (2015, June), Badging Your Way to Information Literacy Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23614

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015