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Improving Information Literacy of Engineering Doctorate based on.pptx

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The goal of engineering doctorate (EngD) training is a unique educational programme in that improves information literacy of a doctoral study with the needs and innovations of the respective industrial sector.
Based on the six core concepts of The Framework of Information Literacy in Higher Education, this paper extracted the specific requirements for the literacy of engineering doctoral students, and proposed to improve their information literacy ability from the comprehensive ability (innovation, leadership, execution).
In view of the interdisciplinary integration and innovation of EngD students, this paper proposes an information literacy promotion framework based on team role model, which links the knowledge innovation process, information literacy ability and role positioning, and integrates conventional information literacy cultivation methods and promotion methods into the education process of EngD students. This team role model is illustrated through the use of a case study based on the work of AI electron Microscopy.

The goal of engineering doctorate (EngD) training is a unique educational programme in that improves information literacy of a doctoral study with the needs and innovations of the respective industrial sector.
Based on the six core concepts of The Framework of Information Literacy in Higher Education, this paper extracted the specific requirements for the literacy of engineering doctoral students, and proposed to improve their information literacy ability from the comprehensive ability (innovation, leadership, execution).
In view of the interdisciplinary integration and innovation of EngD students, this paper proposes an information literacy promotion framework based on team role model, which links the knowledge innovation process, information literacy ability and role positioning, and integrates conventional information literacy cultivation methods and promotion methods into the education process of EngD students. This team role model is illustrated through the use of a case study based on the work of AI electron Microscopy.

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Improving Information Literacy of Engineering Doctorate based on.pptx

  1. 1. Improving Information Literacy of Engineering Doctorate based on Team Role Model LIWEI BAO, LIANHONG CAI, YONGWEI WU COMPUTER SCIENCE AND TECHNOLOGY, TSINGHUA UNIVERSITY JINGHAN LIU THE LIBRARY, TSINGHUA UNIVERSITY
  2. 2. Abstract  The goal of engineering doctorate (EngD) training is a unique educational programme in that improves information literacy of a doctoral study with the needs and innovations of the respective industrial sector.  Based on the six core concepts of The Framework of Information Literacy in Higher Education, this paper extracted the specific requirements for the literacy of engineering doctoral students, and proposed to improve their information literacy ability from the comprehensive ability (innovation, leadership, execution).  In view of the interdisciplinary integration and innovation of EngD students, this paper proposes an information literacy promotion framework based on team role model, which links the knowledge innovation process, information literacy ability and role positioning, and integrates conventional information literacy cultivation methods and promotion methods into the education process of EngD students. This team role model is illustrated through the use of a case study based on the work of AI electron Microscopy.
  3. 3. Introduction  In 2011, the Academic Degrees Committee of The State Council issued the Plan for The Establishment of Professional Degrees for Doctor of Engineering, which established the professional degree of engineering doctorate (EngD), marking that the EngD was officially included in the graduate education system of colleges and universities in China.  According to the Plan, EngD students should have the ability to carry out engineering technology innovation, organize planning and implement engineering technology research and development. The research engineer (RE) should have strong information literacy ability in the interdisciplinary field of innovation, leadership in the process of organizing and planning technological progress, and executive power in the implementation of engineering technology to solve complex engineering problems in enterprises. Although there have been many studies on the education and training system of REs, no relevant research results have been published on information literacy education.
  4. 4. Introduction  In 2015, ACRL published the Framework of Information Literacy in Higher Education (hereinafter referred to as the Framework), proposed six core concepts of information literacy, proposed the teaching scope and methods of information literacy, and proposed the extended definition of information literacy: It is pointed out that information literacy includes reflective exploration of information, understanding of how information is generated and evaluated, and a series of comprehensive abilities to use information to create new knowledge and participate in community learning. The six core concepts can guide all kinds of information literacy teaching plans and curriculum design, but these provisions are not immutable.  Although the Framework has expanded the new vision of information literacy education and added new contents, it has not paid enough attention to the improvement of information literacy ability, such as the lack of training mode for team cooperation in the field of interdisciplinary application.
  5. 5. Introduction  More attention should be paid to the library database using methods and query technology, but more needs to be inspired to the retrieval strategy and the formation process of innovative thinking; Classroom education pays attention to technical specialized courses, emphasizes the teacher-led teaching mode, and ignores the communication between teachers and students, especially the interaction with the authoritative experts in the field.  Lack of social culture, economic management and other comprehensive literacy and organizational leadership training [6]. In order to better serve the national innovation-driven development strategy, this paper proposes a role-based information literacy promotion framework for EngD students, aiming at fostering innovation, leadership and execution in the engineering field.
  6. 6. Information literacy that should be possessed by professional students  Information literacy educators pay most attention to the change and renewal of training content. The Framework only puts forward six interrelated core concepts of information literacy, but does not provide a specific list of learning skills. Therefore, this paper attempts to reorganize the core concepts of the Framework according to the characteristics of EngD and extract the literacy requirements that should be required for RE ability improvement.
  7. 7. Six concepts and abilities of information literacy  Searching as Strategic Exploration revolves around the process, characteristics and strategies of information retrieval. Searching is not simply to find information, but to train students to design and customize retrieval strategies by rational use of divergent and convergent thinking, and to select searching tools that match information needs and retrieval strategies. Gradually understand the organization of information system, and can flexibly use different types of searching language, reasonable use of various retrieval approaches; The searching process and results can be effectively managed by adjusting retrieval questions and improving searching strategies based on retrieval results [2].
  8. 8. Six concepts and abilities of information literacy  Information Creation as a Process revolves around recognizing the forms and types of information resources. Information resource collection is not only a process, it is important to train workers, realized the innovation process is different, the functions and features of information will have limitations, the need to different stages, different form of judging the value of information product, quality, and combined with its information needs to choose and use of all kinds of information products [4].
  9. 9. Six concepts and abilities of information literacy  Scholarship as Conversation revolves around the exchange and collaboration of information in scientific research. Communication is not a brief communication, but to train the students to master the research methods and demonstration paradigms of the discipline, so that they have the ability to participate in academic communication; When participating in academic exchanges, it is necessary to abide by the information ethics and moral norms of relevant fields, rationally judge the value of specific academic works, summarize the development and change of specific topic views, and push academic exchanges further.
  10. 10. Six concepts and abilities of information literacy  Authority Is Constructed and Contextual revolves around the evaluation or value judgment of information resources. It is important to identify the authoritative information in the field scene. It is necessary to cultivate the students to learn to use relevant standards, terms, indicators and other research.  tools to find and discover the authoritative views and suggestions, and at the same time to hold a reserved attitude towards the authority system and its creation process, and grasp the relevant factors that may affect the judgment of information value. In the process of information creation, we strive to establish our own authority, pursue the accuracy and reliability of information, and respect intellectual property rights and academic ethics and norms.
  11. 11. Six concepts and abilities of information literacy  Research as Inquiry is the concept of research around the whole process of scientific research information activities, including problem discovery, exploration and research, formation of new cognition, research results and so on. Exploration is not simply to come up with solutions, but to train students to find gaps or problems that need to be solved within and between disciplines, re-question and review existing research results, explore the use of more advanced research methods, more diversified disciplinary perspectives, and propose solutions to the problem in the whole process of information activities.
  12. 12. Six concepts and abilities of information literacy  Information Has Value revolves around the social and economic value of information. To train the students to understand the basic connotation of intellectual property rights, the meaning and characteristics expressed by the knowledge of fair use of copyright, open access and public domain; Understand how the various values of information products affect their generation, dissemination and access, understand the reasons why information is easy or difficult to obtain, and the reasons why information products of individuals or groups are ignored or marginalized; Understand the rights and obligations of individuals to participate in information activities, and master citation norms and reference rules in academic writing [4].
  13. 13. Training Framework for Information literacy  The ultimate goal for REs is to improve their comprehensive abilities, namely, innovation, leadership and execution, which is closely related to the concept of information literacy: Searching as Strategic Exploration and Information Creation as a Process. Because innovation needs through retrieving found himself thought, theory, method and technology has been put forward, or a similar idea. Only by constantly changing retrieval strategies, researching, creating and modifying information can we create new information. Scholarship as Conversation emphasized the leadership authority comes from the scene, created by the information also need to communicate constantly enrich, extend and confirmed that these exchanges and mentor, not only to students, more needs to be recognized authority in the field, good leadership is not to let others to obey, but to persuade and inspire others to follow your act together.
  14. 14. Training Framework for Information literacy  This article emphasizes the exploration that is research and information has value to reveal the importance of executive force, light has innovative ideas and good leadership, no exploration cannot obtain the final results, discovering problems, explore research, research achievements, the formation of new cognitive access to all need the spirit of perseverance, but also want to consider the social and economic value of the information, It needs to be protected during execution.
  15. 15. Comprehensive ability and information literacy training framework for EngD students  The cultivation of information literacy is the foundation of the improvement of comprehensive ability and an important factor to improve the training quality of vocational and doctoral students. The relationship between innovation, leadership and execution and information literacy concepts is shown in Figure 1.
  16. 16. Comprehensive ability and information literacy training framework for EngD students  The cultivation of EngD students must be closely combined with the solution of major national needs and important engineering and technical problems. It is an urgent problem to implement the cultivation and promotion of individual innovation, leadership and executive ability so that they can solve profound frontier theories and broad interdisciplinary problems in a short time.
  17. 17. Role-based framework for improving information literacy of EngD  In order to grow into leading innovative talents, RE need to take on various roles in innovation, organization and implementation of major tasks. They show and improve their abilities by constantly changing roles. Literature [7] proposed that the CRIE model was adopted to represent the four roles of engineering doctoral students, namely, consultant, researcher, innovator and entrepreneur. The model emphasized the improvement of individual ability and did not consider the collaborative knowledge innovation of the team. We analyzed the relationship between team role and comprehensive ability, and based on the team role theory proposed by Dr. Belbin, former director of Industrial Training Department of Cambridge University [8],
  18. 18. Team role and comprehensive ability  we created a framework for improving information literacy based on team role, as shown in Figure 2. In this framework, innovation, leadership and execution are supported by different roles. And in the training process, let the students consciously realize the role they should assume and the role of ability demand, can achieve faster ability improvement.
  19. 19. Team role and comprehensive ability  Innovation ability refers to the ability of REs to constantly put forward new ideas, new methods and new inventions with social, economic and life values in various practical activities and professional fields, involving three types of roles: (1) Plant (PL): they have strong creative ability, offer suggestions for the progress and development of the team, and are innovators and inventors of the team. Sometimes, however, their ideas are so radical that they risk being ignored in implementation. Even so, they are independent, intelligent, original providers of ideas; (2) Specialist (SP): They focus their attention on what they are good at and pay less attention to other fields. (3) Monitor Evaluator (ME): Be critical and good at making wise decisions after careful consideration. A person who has the quality of supervising people usually makes no wrong decisions.
  20. 20. Team role and comprehensive ability  Leadership ability is a series of activities and behaviors, we can see leadership in many places, it is the core of everything we do well. There are three types of roles involved: (1) Coordinator (CO): able to pool the strength of the team to work towards the common goal, and achieve the team goal by knowing and using people well. (2) Resource Investigator (RI): they are not only good at interpersonal communication and exploring new opportunities, but also good at exploring available and usable resources. (3) Shaper (SH): They challenge others and care about winning. When encountering difficulties during the operation, I will actively find solutions.
  21. 21. Team role and comprehensive ability  Executive ability, for individuals, means to complete their tasks on time, with good quality and quantity; For the team, it means achieving the team's strategic goals within a specified time frame. Leaders not only need to be able to make strategies and plans and give instructions, but more importantly, they need to be able to execute. Three types of roles are involved: (1) Implementer (IM): they attach their loyalty and interests to team goals and pay little attention to individual needs. (2) Team worker (TW): They have staying power and drive, attach importance to details, are not influenced by external motivation or pressure, and like to complete all tasks by themselves. (3) Completer Finisher (CF): strong observation, good at communication.  A role can correspond to multiple students, tutors or project participants, and a PhD student can also correspond to multiple roles. The role model can expand the information literacy framework oriented to individual learning to the information literacy framework oriented to team collaboration, which is more suitable for the characteristics of EngD training.
  22. 22. The framework for improving information literacy  The comprehensive ability of industry, medical and biological engineering is manifested in engineering innovation, leading the team to implement transformation and application, solving major national needs, and completing major national projects. Considering the characteristics of engineering doctoral training, colleges and universities have independently formulated the training program for EngD students. However, due to the lack of communication among REs due to part-time, the improvement of information literacy has been affected. Based on the information literacy framework of EngD based on team roles model, this paper designs the information literacy improvement framework, as shown in Figure 3. This framework organically combines the training objectives of EngD students with ability training and team role, and puts forward a series of measures to improve information literacy on the basis of conventional training.
  23. 23. The framework for improving information literacy
  24. 24. The framework for improving information literacy  In the three links of knowledge innovation, the concept of information literacy is needed to provide guidance for different roles. The role bearers here are not only REs, but also other personnel, such as library educators, RE tutors, and other project members, who are integrated into the team-oriented information literacy framework as monitors, motivators and cohesion persons.  Knowledge acquisition (KA) phase is important to cultivate students' innovation ability, the team members the ability to analyze and put forward the idea that team members with clear roles and responsibility, through searching strategy, develop skills at the same time, the process to create information should be enhanced and the retrieval ability, regularly attend lectures, academic training camp to better fit for role.
  25. 25. The framework for improving information literacy  At the stage of knowledge integration (KI), leadership should be cultivated to strengthen team cooperation, coordinators and resource experts should have a clear understanding of research problems, and motivators should inspire others to form a new knowledge system based on practical problems. For these three roles, students need to actively participate in interdisciplinary seminars and in-depth communication with professionals to increase their knowledge. The authority comes from the scene, so as to broaden their horizons and master the forefront of the industry, engineering cases and management concepts.
  26. 26. The framework for improving information literacy  In the stage of knowledge application (KA), executive ability should be cultivated. Completer Finisher and implementer should realize the final goal unremittingly. Team worker should understand intellectual property rights, master copyright, and learn to use them to realize knowledge innovation. For the three types of roles, the idea that information has value and exploration is research should run through all aspects of the application field. The whole should be seen and the phased achievements should be considered, such as invention patents, high-quality papers, project awards, and international, national or industrial standard recognition can all be regarded as the achievements of knowledge application.
  27. 27. Case study  Since 2012, our department has recruited more than 100 EngD students. In the years of educational affairs, we first urged students to complete the training program, and at the same time assisted the tutor to improve the training quality of EngD students, strengthen the understanding of the importance of information literacy, and create a cross-integration platform. According to the promotion model, good results have been achieved. For example, add special literature retrieval lectures, hire experts to teach the relationship between literature retrieval and doctoral topic selection; Students are required to participate in cutting-edge presentations by interdisciplinary experts to broaden their approaches to problem solving; Strengthen the communication between EngD students and Ph.D. students by organizing doctoral forum; Encourage students to actively participate in the forefront of the research institute organization, and promote the understanding and understanding between students.
  28. 28. Case study  The following is a case of the successful development of "AI electron Microscopy" [7] by the interdisciplinary team of EngD students in Tsinghua University. There were three REs, S1 from scanning electron microscope, S2 from materials and S3 from artificial intelligence, carried out their development work under the guidance of professor T1 (ME). They tried to understand their pain points and bottlenecks in the hope of looking for consolidation, in the field of class a few people in-depth exchange on the habitat artificial recognition of the problem of the great error in electron microscopy, At the same time, S4 (PL) attracted a lot of ideas, through the analysis and integration of a large number of literature, proposed to graft intelligent image recognition technology into the electron microscope.
  29. 29. Case study  With the encouragement and support of S2 tutor T2 academician and S3 tutor T3 (SH and CO), the team used deep learning algorithm to process high-resolution photos collected by electron microscopy, and solved the bottleneck problem of lack of representation of micro- scale representation results at macro scale.  Team to contact the R1 (TW) of iron and steel research institute, he has provided the material sample and the experimental data, such as S3 (IM) through the analysis of the applications of artificial intelligence to the development of new materials characterization, to establish the relationship between material "gene" and performance, shorten the material research and development cycle, in addition, the team members got writing guidance published high quality paper. In the process of developing AI electron microscope, RE undertook and completed the corresponding work according to the role.
  30. 30. Conclusion  As a special group of graduate students, the EngD students play an extremely important role in engineering technology innovation, organizational planning and technology implementation by improving their information literacy, and then improving their innovation, leadership and executive ability.  This paper presents an information literacy framework based on team role model, which combines professional development needs with research and innovation activities through nine roles they assume in the team, and integrates information literacy education into three stages of interdisciplinary, cross-integration and innovation of industrial and industrial universities and research institutes.  Information literacy concept model based on role ACRL framework by personal accomplishment will improve the whole complementary to ascend, extend the accomplishment for the team through the group roles and literacy concept mapping relationship between well solves the problem of innovation and interdisciplinary, accelerate the work gave birth to the understanding of the concept of academic disciplines to each other, make its rapid involved in research and development process, to build a good environment for knowledge innovation, In addition,
  31. 31. Conclusion  we can provide timely professional help such as expert guidance and teacher support to improve students' ability to solve practical problems.  Innovation is inseparable from the understanding of information, and the information literacy shown in the evaluation, understanding and utilization of information is particularly important. In the years of teaching and educational administration work, accompanied by the implementation of school unified training program, some beneficial exploration has been made around improving students' information literacy.  The training case proves once again that the information literacy framework based on role model is more conducive to cross-field crossover and integration. Both EngD students and information literacy educators can use this framework to discuss the establishment of information literacy training programs and find course collaborators to jointly design research links and engineering projects closely combined with technological innovation.

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