Asee peer logo

Using Direct Information Literacy Assessment to Improve Mechanical Engineering Student Learning - A Report on Rubric Analysis of Student Research Assignments

Download Paper |

Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Reimagining Engineering Information Literacy: Novel Perspectives on Integration, Assessment, Competencies & Information Use

Tagged Division

Engineering Libraries

Page Count

26

Page Numbers

26.1663.1 - 26.1663.26

DOI

10.18260/p.24999

Permanent URL

https://peer.asee.org/24999

Download Count

334

Request a correction

Paper Authors

biography

Margaret Phillips Saginaw Valley State University Orcid 16x16 orcid.org/0000-0003-4511-8355

visit author page

Margaret Phillips received her BS in Economics and BA in Psychology from Purdue University and her MLS from Indiana University, IUPUI. She has been working as the Research and Assessment Librarian and liaison to the ME, ECE, and Chemistry Departments at Saginaw Valley State University since March 2015. Previously, she was employed as a librarian at the Van Pelt and Opie Library at Michigan Technological University and as an academic advisor at the IUPUI School of Engineering and Technology. Her main focuses are assessment, information literacy instruction, and faculty outreach.

visit author page

biography

Sarah Lucchesi Michigan Technological University

visit author page

Sarah Lucchesi has a BA in Biological Sciences from Wellesley College, an MA in Science Education from Boston University, and an MLS from Simmons College. She has been working at Michigan Technological University since August 2012 with a focus on information literacy instruction, assessment, and patents.

visit author page

biography

Jennifer Sams Michigan Technological University

visit author page

Jennifer Sams received both her BA in English with a concentration in Secondary Education and her MS in Library and Information Science from the University of Illinois. She started at Michigan Technological University in the Fall of 2012 as an Instruction & Learning Librarian.

visit author page

biography

Paul J. van Susante Michigan Technological University

visit author page

Dr. van Susante received his BSc and MSc in Civil Engineering from Delft University of Technology. He was invited to do research at the Colorado School of Mines and received a MSc and PhD in Engineering Systems (Civil, Mechanical and Electrical Engineering hybrid). He started at Michigan Technological University in Fall 2012 as a lecturer in Mechanical Engineering and has been focused on teaching junior and senior engineering design classes as well as educational and curriculum development. He is coordinator of the first of several new ME-Practice courses in the revised Mechanical Engineering curriculum.

visit author page

Download Paper |

Abstract

Using Direct Information Literacy Assessment to Improve Mechanical Engineering Student Learning ­ A Report on Rubric Analysis of Student Research Assignments   This study examined the effectiveness of library instruction in a junior level mechanical engineering design process course during the spring 2013 and fall 2013 semesters.  In the spring of 2013 librarians delivered a 1.5 hour active learning session to students, placing heavy emphasis on the breadth of information resources available for engineering design research beyond what can be found through Google.  The session was designed to build on university general education information literacy outcomes.  Student research assignments completed after the library session were analyzed using an information literacy rubric.  Based on the results, librarians collaborated with the course instructor to modify the fall 2013 library session to place the heaviest emphasis on search strategy development, rather than the breadth of information resources, and adapt the research assignment requirements. The revised session also aligned with the Searching as Exploration frame of the ACRL Framework for Information Literacy (presently in draft form). Student assignments were again analyzed after the fall 2013 session. The fall results show a significant difference (p<.05) with regard to searching and accessing information when compared with the spring 2013 data. There is a positive association between the revised instruction and assignment and the improved scores for this criteria.  Making changes to the library instruction and assignment based on assessment results helped to ensure that librarian time preparing and delivering the session material is being spent most efficiently.   

Phillips, M., & Lucchesi, S., & Sams, J., & van Susante, P. J. (2015, June), Using Direct Information Literacy Assessment to Improve Mechanical Engineering Student Learning - A Report on Rubric Analysis of Student Research Assignments Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24999

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015