Leveraging the internet and limited on-campus resources to teach information literacy skills to future engineering practitioners

Abstract

In the internet age, practitioners of engineering and technology may find themselves lacking information literacy skills so necessary in a modern global work environment. The needs may be manifested as researching technical and non-technical information, the basis for a price quote, equipment specifications, company profiles, standards compliance and a myriad of other types of information. Throw in issues of ethics and determining the validity and reliability of sources among the millions on the internet, information literacy becomes a critical instrument in the practitioners toolbox. Yet few classes address practitioner's needs for broad information research literacy skills. This paper details strategies for a student research project that new faculty may use to enhance undergraduate technical research experiences in an information literacy context within any engineering or engineering technology discipline. It leverages the internet plus the resources of a well-endowed, or even a modestly-endowed, campus library and is readily adaptable to changing technology. As implemented at Purdue University, the project has been cited by multiple ABET re-accreditation teams for innovation and as an excellent example of continuously improved instruction. Over the years, it has grown to become one of the more noteworthy experiences cited in both student exit surveys and in postgraduate surveys. Also discussed are specific information literacy skills identified by national organizations and their relationship to accreditation requirements especially relevant for engineering and technology students. Ultimately, whether student acquire the skills through a single project or through gradual skill acquisition in several classes, students need experiential avenues to learn these critical research skills. © American Society for Engineering Education, 2010.