Information Literacy for Engineering Students

ENEE 3091 Senior Electrical Engineering Design Project John J Meier Engineering Librarian [email_address] 504-280-7280 Library 126

Overview
Pre-assessment
Introduction to Information Literacy
Information Literacy specifically for Electrical Engineers
Examples of information sources
IEEE Explore
Google Scholar

Importance of Life-long Learning and Information Literacy for Engineers
Taking responsibility for one’s own learning is the first step towards self empowerment and is characteristic of an educated person.
Students who know how to find and how to ask for information experience positive learning encounters.
Possessing a basic skill set in retrieving and analyzing information facilitates all other learning.
Engineers today require a high degree of proficiency in a range of abilities outside of the traditional course content.
The Engineering Industry is concerned about the lack of information literacy skills demonstrated by new engineering graduates
ABET includes in its 2000 guidelines a requirement, requiring teaching students “to learn how to learn.”

Information Literacy Standard One
The information literate student determines the nature and extent of the information needed
Develop a research topic or information need
Know where to look and identify information sources. How are the sources different
What types of information are specific to the topic (journals, technical documentation, etc)
The cost and benefit in time and money

Information Literacy Standard Two
Information Literate student acquires needed information effectively and efficiently.
Identify keywords and parameters for searching.
Expand or narrow search based on results
Locate and store the information results
Record citation / link information
Librarians as experienced searchers

Information Literacy Standard Three
The information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process.

Information Literacy Standard Three
Critically evaluates the information and its sources
Examine your results and who produced them
Decides to modify the initial query and/or seek additional sources
Summarize the results, check your original question
Decides to develop a new research process.
Use your prior knowledge and integrate new information. Should you start a new search?

Information Literacy Standard Four
…understands the economic, ethical, legal, and social issues…and uses the information effectively, ethically, and legally.
If you share your results you will have to share your methods for obtaining them, keep it within restrictions
As a producer of research or products, you will see the reason from the “other side of the fence”
Communicate your results effectively
Add creativity, which is your contribution

Information Literacy Standard Five
… information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in the field
Information sources are not always permanent
These skill cross all disciplines and efforts
Keep current on new technology and research - Trade Journals, Magazines, News, RSS, Professional Societies and Conferences

UNO Library http://www.library.uno.edu/

Engineering Subject Guide http://www.library.uno.edu/help/subguide/engineering/eng.html

IEEE Xplore http://ieeexplore.ieee.org/Xplore/dynhome.jsp

Google Scholar http://scholar.google.com/

Information Literacy for Engineering Students

by John Meier on Apr 09, 2007

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Information Literacy for Engineering Students — Presentation Transcript