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In this paper, we present some of the pedagogical outcomes of a study we undertook to determine whether research skills are valuable “soft skills” to have within an Engineering context, or whether they are merely “short-term competencies” as some would contend. We argue that engineering students (as future professionals) must develop two important – and confluent – skills: finding valid, complex technical information and translating it into a useful communication. As professionals, engineers must be able to find the information they need, assess it and apply it to their designs and to their communications. As students, they need to become acquainted with their professional discourse community, so we suggest that assigning a research paper in a field where applications and design exigencies are important is a worthwhile thing to do since this kind of research activity underpins students’ future roles as professional engineers and promotes their lifelong learning. In the technical communication class offered in our school of Engineering, students learn how to engage in the systematic process of finding, selecting, organizing, distilling and presenting information, a process that enhances their comprehension of the subject, develops their critical thinking and introduces them to their discourse community.

INFORMATION LITERACY AND THE ART OF DOING RESEARCH WITHIN THE CONTEXT OF AN ENGINEERING TECHNICAL COMMUNICATION CLASS