TY - JOUR
T1 - Preliminary Design and Implementation of Embedding Information Literacy into an Undergraduate Engineering Course
AU - Kunakornsakul, Hathairat
AU - Pinit, Pichet
AU - Echempati, Raghu
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Engineering students need content-relevant information literacy (IL) experience for critical acquiring and using information in academic to professional life. Modular learning becomes a self-directed and connectivism approach that blends IL and subject learning outcomes explicit to students. However, there is rarely applicable model for this entire integration. This paper presents the design and implementation of modular learning with embedding of IL into a learning course (ei2LC). The modules were designed with: 1) core concepts of an engineering subject; 2) core concepts of IL; 3) instructional design, for a course on machinery and design and presented to 32 undergraduate students. Pre and post-IL assessment were administrated to reveal their IL skills improvement. The results indicate their progress on IL skills and valuable feedbacks. This study shows how to embed a cohesive IL experience in all elements of an engineering course as a seamless instruction and a concept in other courses.
AB - Engineering students need content-relevant information literacy (IL) experience for critical acquiring and using information in academic to professional life. Modular learning becomes a self-directed and connectivism approach that blends IL and subject learning outcomes explicit to students. However, there is rarely applicable model for this entire integration. This paper presents the design and implementation of modular learning with embedding of IL into a learning course (ei2LC). The modules were designed with: 1) core concepts of an engineering subject; 2) core concepts of IL; 3) instructional design, for a course on machinery and design and presented to 32 undergraduate students. Pre and post-IL assessment were administrated to reveal their IL skills improvement. The results indicate their progress on IL skills and valuable feedbacks. This study shows how to embed a cohesive IL experience in all elements of an engineering course as a seamless instruction and a concept in other courses.
KW - information literacy
KW - self-directed learner
KW - modular learning
KW - learning outcomes
KW - instructional design
KW - feedback
KW - reflection
KW - machinery and design
KW - engineering students
UR - https://digitalcommons.kettering.edu/mech_eng_facultypubs/77
UR - https://www.inderscience.com/info/inarticle.php?artid=98884
U2 - 10.1504/IJIL.2019.098884
DO - 10.1504/IJIL.2019.098884
M3 - Article
VL - 25
JO - International Journal of Innovation and Learning
JF - International Journal of Innovation and Learning
ER -