June 23, 2013
June 23, 2013
June 26, 2013
23.1377.1 - 23.1377.9
Work in Progress: Critical Thinking and Information Literacy: Assessing Student PerformanceCritical thinking and information literacy share many common goals. Fundamentally, criticalthinking involves the systematic and appropriate exploration and evaluation of ideas for thepurpose of making a decision or forming an opinion on a topic or problem. In order to supportthe making of an effective decision, students must ingest appropriate information, evaluate itsquality and authority, as well as its relevance to the topic at hand. Students must integrate thenew information gathered with their prior knowledgebase to resolve any conflicts, and finally,draw reasonable conclusions and understand limitations to the certainty of their conclusions aswell as determine what additional information would help determine the validity of theirconclusion. Information literacy competencies are tightly intertwined with critical thinking, asinformation literacy requires students develop an appropriate research question, locate relevantinformation, evaluate it, apply it to their question, and communicate the results.The authors are exploring the interaction and connectedness of critical thinking and informationliteracy by assessing student populations of engineering and engineering technology students.The authors disseminated the Critical Thinking Assessment Test (CAT), developed by TennesseeTech, as well as a two-tiered multiple choice/short answer assessment, the Critical EngineeringLiteracy Test (CELT) to determine the baseline level of performance and the correlation betweencritical thinking and information literacy in a technical context. Preliminary results frompopulations of first-year and advanced engineering and engineering technology students will bepresented, focusing on the overlap of skills needed for critical thinking and information literacy.By broadening the discussion of information literacy to encompass critical thinking, additionalavenues of collaboration between librarians and engineering educators can be opened toward theshared goal of producing not only better lifelong learners, but higher quality problem solvers ofthe open-ended, complex tasks students will face in their careers after graduation.
Wertz, R. E. H., & Fosmire, M., & Purzer, S., & Saragih, A. I., & Van Epps, A. S., & Sapp Nelson, M. R., & Dillman, B. G. (2013, June), Work in Progress: Critical Thinking and Information Literacy: Assessing Student Performance Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22762
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