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

\bibitem{asee_peer_24999}
  Phillips, M., \& Lucchesi, S., \& Sams, J., \& Van Susante, P. J. (2015, June), \emph{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

Margaret Phillips, Sarah Lucchesi, Jennifer Sams, and Paul J. Van Susante.  "Using Direct Information Literacy Assessment to Improve Mechanical Engineering Student Learning - A Report on Rubric Analysis of Student Research Assignments".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24999 Internet.  19 Feb, 2025

\bibitem{asee_peer_24999}
  Margaret Phillips, Sarah Lucchesi, Jennifer Sams, and Paul J. Van Susante.
  "Using Direct Information Literacy Assessment to Improve Mechanical Engineering Student Learning - A Report on Rubric Analysis of Student Research Assignments".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24999 Internet.  19 Feb, 2025

@INPROCEEDINGS{asee_peer_24999
author = "Margaret Phillips, Sarah Lucchesi, Jennifer Sams, and Paul J. Van Susante"
title = "Using Direct Information Literacy Assessment to Improve Mechanical Engineering Student Learning - A Report on Rubric Analysis of Student Research Assignments"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24999}
number = {10.18260/p.24999}
}

TY  - CPAPER
AB  - 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.   
AU  - Margaret Phillips
AU  - Sarah Lucchesi
AU  - Jennifer Sams
AU  - Paul J. Van Susante
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Using Direct Information Literacy Assessment to Improve Mechanical Engineering Student Learning - A Report on Rubric Analysis of Student Research Assignments
UR  - https://peer.asee.org/24999
DO  - 10.18260/p.24999
ER  -