Structured Introduction to Information Literacy Using a Scaffold Project in an Introductory Engineering Course

Faculty from two engineering departments teamed with Florida Gulf Coast University’s STEM Librarian to develop an instructional module for delivery in the introductory engineering course in an effort to increase the student’s awareness of both the resources available through the library as well as methodology of discriminating amongst multiple references. This paper will detail the information literacy module components, briefly describe the course in which it is placed, summarize the related project assignments, and present an analysis of various student project reference sections to begin to quantify the potential impact of the module on student performance. Assignment modifications over various semesters as well as the future direction of the research will also be included. Information Literacy Studies1,2 have shown that despite the technological savviness of digital natives, the ability to discriminate between non-quality and quality reference sources as well as to conduct research queries in a rigorous and optimized manner are still not skills mastered by the majority of undergraduate students. And while students can often locate a random piece of pop culture knowledge simply by “asking” their phone or “googling” the question, research has demonstrated that they are unfamiliar with the fact that this same approach is not the one that should be taken in every search engine. If information literacy, “the ability to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information3,” is the goal, then prior research suggests digital natives need both training on effective search methodologies and assignments that value varied and quality references. Even prior to the 21st century Information Age, the concept of information literacy has received attention and consideration from multiple researchers4–7. While the specific definition has evolved over the past decades, and even today has not reached a single consensus, the key elements in all definitions include that of an established skill set with regards to information location, knowledge of resources which contain the desired information, and the ability to analyze and use this information. Indeed, information literacy is a critically important skill for those in the scientific and technical disciplines, due in part to the speed at which information changes in these fields, and the decisions made based on this information may have far reaching effects on public health and welfare. The explosion of publications, research data, and other sources of information available in the digital age poses a challenge for researchers to keep abreast of current developments in their fields. The Association of College and Research Libraries (ACRL) outlines some of the unique aspects of information literacy as it pertains to STEM in its Information Literacy Standards for Science and Engineering/Technology. Challenges identified include the cost of peer reviewed journals, the plethora of grey literature sources and need to understand who is funding and publishing these works; the often interdisciplinary nature of discoveries; and the need for proficiency in working with a myriad of different formats of information, often requiring knowledge of specialized software and/or laboratory techniques3. Five different information literacy standards are identified in the document, each with numerous performance indicators: ● Standard One: The information literate student determines the nature and extent of the information needed. ● Standard Two: The information literate student acquires needed information effectively and efficiently. ● 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. ● Standard Four: The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose. ● Standard Five: The information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field.8 Information Literacy is combined with writing and critical thinking to form the focus of the current Quality Enhancement Plan (QEP) at Florida Gulf Coast University (FGCU). The QEP is a component of the Southern Association of Colleges and Schools accreditation designed to identify “key issues emerging from an institutional assessment and focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution9.” These skills are well aligned with “a recognition of the need for and an ability to engage in life-long learning10”, one of the student outcomes of ABET accreditation. Development of this skill set ensures students will “master content and extend investigations, become more self-directed, and assume greater control over their own learning7” and become informed citizens able to contribute in productive and meaningful ways to the betterment of society. Instilling in students the appreciation that learning is a continual process even beyond degree attainment reinforces a growth mindset. Described by Dweck11, a growth mindset is the recognition that dedication and commitment to learning results in the further development of knowledge and greater likelihood of goal achievement. This is counter to a fixed mindset touting a predetermined level of natural abilities that can never be surpassed. Additionally a focus on information literacy is grounded in constructivist theory12,13 which emphasizes the creation of knowledge built on personal experience from a variety of sources as a critical learning mechanism. This individualized engagement with multiple sources of knowledge initially requires analysis and synthesis and ultimately can result in creation, all higher levels of achievement on Bloom’s Taxonomy14.