Embedded Information Literacy Instruction for Upper Level Engineering Undergraduates in an Intensive Writing Course Academic Article

abstract

• 2018, Published with license by Taylor & Francis Group, LLC. 2018, 2018 Jane Stephens, Pauline Melgoza, David E. Hubbard, Chad Pearson, and Gary Wan. This study describes and assesses a pilot program to provide information literacy instruction to undergraduate engineering students in a writing intensive course. Working in teams, students complete a professional paper that requires them to identify and analyze a topic on mechanical power. Instruction is delivered through a consultation model that embeds librarians in student teams. Findings indicate that these students receive customized instruction, use the class guide to identify and access library resources independently, and to a lesser extent, use interlibrary loan to acquire needed materials. Scalability is challenging, but suggestions for improvement are discussed.

authors

• Hubbard, David
• Melgoza, Pauline
• Pearson, Chad
• Stephens, Jane

published proceedings

• Science & Technology Libraries

author list (cited authors)

• Stephens, J., Melgoza, P., Hubbard, D. E., Pearson, C. J., & Wan, G.

citation count

• 4

complete list of authors

• Stephens, Jane||Melgoza, Pauline||Hubbard, David E||Pearson, Chad J||Wan, Gary

publication date

• October 2018

publisher

• Taylor & Francis  Publisher

published in

• Science and Technology Libraries  Journal

keywords

• 46 Information And Computing Sciences
• 4610 Library And Information Studies

Digital Object Identifier (DOI)

• 10.1080/0194262x.2018.1484317

start page

• 377

end page

• 393

volume

• 37

issue

• 4

URL

• http://dx.doi.org/10.1080/0194262x.2018.1484317