Mercer, Dr. Kate

Weaver, Dr. Kari D.

English

Embry-Riddle Aeronautical University

Kari D. Kate Mercer, kate.mercer@uwaterloo.caDr. Weaver, kdweaver@uwaterloo.ca and Dr.University ofWaterloo Libraryreal-world engineering practicesnumber of student needs emerged:reviewed. Through this process a• Information literacy that mirrors• Discussion of how AND why toevaluate information• Professional and ethical obligationsfor information useTo identify the scope and focus ofthe project existing informationincluding engineering student questionsand samples of student work were• Content to address the complexityof information from online sources(e.g. misinformation, bias)The authors would like to thankeCampus Ontario who provided thegenerous grant funds to develop thisproject, Cathy Sebastian who designedcustom graphics seen in this poster,contributed their time to providefeedback at various points ofdevelopment. Additionally, this projectbenefitted from the time and expertiseof our collaborators at Queen’sUniversity, the University of Toronto,and the University of Manitoba.and the many individuals whoWeaver, K.D., & Mercer, K. (2022).Fostering information literacy skills forengineers: A module based approachto engender lifelong learning [Posterpresentation]. Distance Library ServicesConference. West Lafayette, Indiana.• Fosmire, M. (2014). Engineeringresearch. In P. Keeran & M.Levine-Clark (Eds.) Research withinthe Disciplines: Foundations forReference and Library Instruction (pp.46-49). Rowman & Littlefield.• Taraban, R. (2006). The growth oftext literacy in engineeringundergraduates [contributed paper].ASEE Annual Conference andExposition, Conference Proceedings.Information OverloadFeedback was gathered throughstudent response to content,direct usability testing, and atwo-phase survey of students,faculty, STEM librarians, andpracticing engineers. Additionally,students working on the projectshared their feedback and insightthroughout. The word cloudrepresents content andexperiences in the modules thatresonated with users.Misinformation,Trust, Bias&InformationEvaluation& FilteringInformationDiversity ofofModules were designed usedtogether or independently byundergraduate engineering studentsyear study.to beinanyInformation Use,Ethics, andProfessionalismEngineering students present amindset, not a critical perspective(Taraban, 2006). Despite thischallenge engineers spend largeamounts of time finding, evaluating,synthesizing, and using informationIn distance learning It is necessaryto create learning opportunitiestailored for specific needs.unique challenge for librarians asthey come to information with apurely ‘transmission-of-knowledge’resources (OER) written anddesigned to teach engineeringstudents key information literacyconcepts for application in theclassroom and beyond.(Fosmire, 2014). To bridge thegap between the higher educationand professional practice, theauthors led a grant-funded projectto create a suite of open educationaland thethe territory live work.Anishinaabeg Tract,ourandThis work was led by individuals who live and work in Waterloo, Ontario, Canada, which is the traditional territory of the Neutral,Haudenosaunee peoples. The University of Waterloo’s main campus is situated on the Haldimand landcampusesgranted to the Six Nations that includes six miles on each side of the Grand River. Our active work toward reconciliation takes placeacross yourself withinlocatethrough research, learning, teaching, and community building. We strongly encourage you toin which you• Successful collaboration takes time and sustained effort,particularly when the collaboration is interdisciplinary• Asking questions with the intention of understanding other• Set firm deadlines for feedback and discussion, especially ofcontentapproaches or ways of knowing is a sign of respect, when donewell• Communicate in lay language - this is not the time fordiscipline specific jargon• Listen to and involve students in the work. You will be gladyou did!

Fostering Information Literacy Skills for Engineers: a module based approach to engender lifelong learning

https://commons.erau.edu/cgi/viewcontent.cgi?article=1140&context=dls-conference

Fostering Information Literacy Skills for Engineers: a module based approach to engender lifelong learning

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