San Antonio, Texas
June 10, 2012
June 10, 2012
June 13, 2012
25.775.1 - 25.775.14
It is critical to graduate students that possess information literacy skills. Possessing the suite ofskills associated with information literacy will improve the quality of work that studentscomplete during their college years and enable students to more successfully embark upon thepath of life-long learning. To ensure that information literacy skills were adequately imparted tostudents and to quantify the extent to which the students attain these skills, information literacymodules were introduced into the civil and environmental engineering (CEE) curriculum atXXXXX University. These modules, which were first introduced in 2005 and are integratedthroughout five courses in the curriculum, were developed jointly by faculty and librarians. Priorresearch has shown that information literacy instruction is most successful when it is associatedwith an assignment within a course as opposed to a stand-alone subject. Since the initialdevelopment of these modules, there have been several changes to the curriculum and the facultyteaching the courses. Educational outcomes based on Association of College and ResearchLibraries (ACRL) outcomes were developed and an assessment protocol was implemented. Thefirst course of the five has been well assessed; two years ago this assessment was extended to theother courses in which information literacy instruction occurs. This paper will provide the resultsof the assessments as well as suggested changes to improve information literacy instruction toensure that students are achieving the educational outcomes.
Welker, A. L., & McCarthy, L. A., & Komlos, J., & Fry, A. A. (2012, June), Information Literacy: A Field Guide for the Path of Life-long Learning Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. https://peer.asee.org/21532
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