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Information Literacy: A Field Guide for the Path of Life-long Learning

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2012 ASEE Annual Conference & Exposition


San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012



Conference Session

Expanding Access and Opportunities for M/30

Tagged Division

Civil Engineering

Page Count


Page Numbers

25.775.1 - 25.775.14



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Paper Authors


Andrea L. Welker PE Villanova University

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Andrea L. Welker, Ph.D., P.E., is an Associate Professor in the Civil and Environmental Engineering Department at Villanova University. Welker teaches geotechnical engineering courses and conducts research on the geotechnical aspects of stormwater control measures. She is also the Study Abroad Advisor and Assessment Chair for her department.

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Leslie Ann McCarthy P.E. Villanova University


John Komlos Villanova University

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John Komlos is currently an Assistant Professor with the Civil and Environmental Engineering Department at Villanova University, and he has been a member of the faculty at Villanova since 2007. Prior to Villanova University, Komlos performed six years of postdoctoral research with the Civil and Environmental Engineering Department at Princeton University. He received his Ph.D. in civil engineering from Montana State University and his B.S. (civil engineering) and M.E. (environmental engineering) from Manhattan College. His research examines the fate and transport of contaminants in natural and engineered systems with an emphasis on microbiology, geochemistry, and hydrodynamics. His current research focus is on subsurface metals and nutrient retention mechanisms as they pertain to pollutant removal from stormwater abatement systems. Previous research areas include the transformation of radionuclides, chlorinated solvents, and polycyclic aromatic hydrocarbons (PAHs), in either natural or engineered environments.

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Alfred Andrew Fry

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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. 10.18260/1-2--21532

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