June 24, 2007
June 24, 2007
June 27, 2007
12.760.1 - 12.760.8
Fostering Students to be Lifelong Learners with Science Literacy, Information Fluency, and Communication Skills
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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