Using Direct Information Literacy Assessment to Improve Mechanical Engineering Student Learning - A Report on Rubric Analysis of Student Research Assignments
Year: 2015
Type: conference-paper
Abstract: This quasiexperimental 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 an 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 Strategic Exploration frame of the ACRL Framework for Information Literacy .Student assignments were again analyzed after the Fall 2013 session.The results showed a positive association between the revised instruction and assignment and rubric scores.Making changes to the library instruction and assignment based on assessment results helped to ensure that librarian and course instructor time spent preparing course assignments and delivering the session material was being spent most efficiently.
DOI: 10.18260/p.24999
Language: English
Subfield: Library and Information Sciences
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2278453639