June 14, 2015
June 14, 2015
June 17, 2015
26.1663.1 - 26.1663.26
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