Fostering Students To Be Lifelong Learners With Science Literacy, Information Fluency, And Communication Skills
- Conference
- Location
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Honolulu, Hawaii
- Publication Date
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June 24, 2007
- Start Date
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June 24, 2007
- End Date
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June 27, 2007
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Engineering Technology
- Page Count
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8
- Page Numbers
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12.760.1 - 12.760.8
- DOI
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10.18260/1-2--2247
- Permanent URL
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https://peer.asee.org/2247
- Download Count
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325
Paper Authors
Jung Oh Kansas State University-Salina
Jung Oh is an Associate Professor of Chemistry at Kansas State University at Salina. She earned her B.S. from Sogang University in Korea and a Ph.D. from UCLA. She was an ASEE postdoctoral fellow at Naval Air Warfare Center Weapons Division. She was 2004 Wakonse Teaching fellow and 2006 Peer Review of Teaching fellow at K-State. Her interests in scholarship of teaching include cross-curricular innovation.
Alysia Starkey Kansas State University-Salina
Alysia Starkey is an Assistant Professor and the Technical Services/Automation Coordinator at Kansas State University-Salina. She earned her B.S. in Psychology from Fort Hays State University and obtained a MLS from the University of North Texas. Alysia develops instructional programs for the Kansas State University-Salina library.
Beverlee Kissick Kansas State University-Salina
Beverlee Kissick is a Professor and Director of Libraries at Kansas State University-Salina. Beverlee
earned three degrees from Kansas State University at Manhattan: B.S. in Sociology, MS in Curriculum and Instruction, and a Ph.D. in Educational Technology Library/Media. Beverlee is known for her presentations on Practical Humanities and Information Literacy.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Fostering Students to be Lifelong Learners with Science Literacy, Information Fluency, and Communication Skills
Introduction
How do we teach students to be lifelong learners? This paper shares a glimpse of how a science course instructor, librarian, and writing center staff have collaborated toward a common goal based on individual and collective teaching/learning outcomes. Science literacy, information fluency and communication skills are critical foundations for students in engineering technology programs to become lifelong learners. One of the assignments from a university general education chemistry course, taken mostly by students in engineering technology programs involves an integrated three-step process including a discipline-specific pre-lab activity, general/customized information literacy instruction, and communication skills development. This paper describes how the collaborating team has learned from each other’s reflections to make the assignment a meaningful learning experience.
Librarians and faculty have been traversing on parallel paths during the past few decades. The rapid explosion of technological integration into nearly every aspect of daily life has merged the separate paths into one. Writing centers and libraries recognize their roles as centers of learning and the importance of collaboration.1 Librarians, writing center staff and faculty must now travel in tandem in order to prepare students to become successful members of today’s society. In the rapidly changing educational environment, this three- way collaboration and conversation creates new opportunities for lifelong learning, an essential 21st century skill. If students are to effectively contribute to today’s workforce, it is imperative that they are capable of communicating, receiving, and evaluating the barrage of information from multiple directions. Highly toned information literacy skills are the key to unlocking the potential for lifelong learning.
The collaborators have chosen to focus on four of the TAC of ABET Criterion 2 Program Outcomes.2 Those four outcomes suggest engineering technology program graduates should demonstrate: • a mastery of the knowledge, techniques, skills and modern tools of their disciplines (2.a.) • an ability to apply current knowledge and adapt to emerging applications of mathematics, sciences, engineering and technology (2.b.) • an ability to communicate effectively (2.g.) • a recognition of the need for, and an ability to engage in lifelong learning (2.h.)
If we expect students to engage in lifelong learning, questions to ask include how and where do we: • learn to teach our students to be lifelong learners? • communicate that outcome with the students?
Oh, J., & Starkey, A., & Kissick, B. (2007, June), Fostering Students To Be Lifelong Learners With Science Literacy, Information Fluency, And Communication Skills Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2247
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