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The Enhancement Of The Computer Systems Technology Curriculum With Multicultural Competencies And Information Literacy

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Conference

2007 Annual Conference & Exposition

Location

Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007

ISSN

2153-5965

Conference Session

Computer Engineering Technology Curriculum

Tagged Division

Engineering Technology

Page Count

10

Page Numbers

12.1423.1 - 12.1423.10

Permanent URL

https://peer.asee.org/1711

Download Count

9

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Paper Authors

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Pedro Leite Kansas State University-Salina

author page

Beverlee Kissick Kansas State University-Salina

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

The Enhancement of Computer Systems Technology Curriculum with Multicultural Competencies and Information Literacy

Introduction

In today’s world students need to be technological and information literate to find and research information. This project is a work in-progress and seeks to help undergraduate Computer Systems Technology students become both information literate and multicultural competent. Students investigated and analyzed the history, social, economic, political, cultural, and institutions of countries throughout the world.

The main goal of this project is to help students become both technological and information literate as well as multicultural competent.

Three frameworks are being employed to guide the project (1) information literacy as proposed by the Association of Colleges and Research Libraries1, (2) K-State’s Tilford Group Multicultural Competencies Development2, and (3) TAC/ABET Student Learning Outcome “j”3.

The study uses a project-based learning (PBL) approach which aims at developing deep understanding and transferable knowledge. PBL is most useful with an “ill-defined” project in which multiple variables may lead to multiple solutions or points of view. PBL uses real world problems to stimulate students into identifying and researching concepts and principles they need to know in order to act upon these problems4.

Information Literacy

According to the Association of College and Research Libraries’1 web site the information literate student will be able to: (1) determine the nature and extent of the information needed, (2) access needed information effectively and efficiently, (3) evaluate information and its sources critically and incorporates selected information into his or her knowledge base and value system, (4) individually or as a member of a group, use information effectively to accomplish a specific purpose, and (5) understand many of the economic, legal, and social issues surrounding the use of information and accesses and use information ethically and legally.

The need for improved teaching of information literacy skills has been well-documented in the last two decades. Typical of many studies, Seamans’5 survey of First-Year students shows that their strategies for locating information are underdeveloped. Undergraduates tend to perform research not as exploration, but to garner support for a predetermined viewpoint. The students surveyed used one keyword when given an information-retrieval task, and used no Booleans, expressing reservations about their use as an unfamiliar concept. The survey also found that students do not see libraries and library personnel as part of information seeking. Lecki and Fullerton6 tell us that “Evidence is rapidly mounting that students cannot select appropriate sources of information, do not understand the structure or purpose of different sources of information, and cannot critically evaluate the information they retrieve.”

Leite, P., & Kissick, B. (2007, June), The Enhancement Of The Computer Systems Technology Curriculum With Multicultural Competencies And Information Literacy Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/1711

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