Transcript This research was carried out under IRB protocol #1008009557, with financial support from the Purdue College of Engineering’s “Engineer of 2020

This research was carried out under IRB protocol #1008009557,
with financial support from the Purdue College of Engineering’s “Engineer of 2020 Seed Grant” program.
Meagan C. Ross
Dr. Michael Fosmire
Ruth E. H. Wertz
Dr. Monica E. Cardella
Dr. Senay Purzer
InfoSkills Research Group – 6/28/2011
Lifelong learning and information
literacy skills and the first year
engineering undergraduate:
Report of a self-assessment
1
Lifelong Learning
graduates’ self-reports of their ability levels at the time of graduation
1=“no ability” and 5=“high ability”
InfoSkills Research Group – 6/28/2011
Despite
ABET accreditation
the articulated
requires
need for
engineering
(and apparent
students
lacktoofattain
progress
“a
recognition
teaching) lifelong
of the learning
need for skills,
and an
fairly
ability
little
tohas
engage
actually
in lifelong
been
written about what comprises
learning.”those
(Outcome
skills and
3.i) how to assess them.
2
Lifelong Learning vs. Information Literacy
•
•
•
•
•
•
Demonstrate Reading, Writing, Listening,
and Speaking Skills
Demonstrate an Awareness of What
Needs to be Learned
Follow a Learning Plan
Identify, Retrieve, and Organize
Information
Demonstrate Critical Thinking Skills
Reflect on One’s Own Understanding
•
•
•
•
•
•
Shuman, et al: Attributes
of lifelong learning
Determine the extent of information
needed
Access the needed information
effectively and efficiently
Evaluate information and its sources
critically
Incorporate selected information into
one’s knowledge base
Use information effectively to
accomplish a specific purpose
Understand the economic, legal, and
social issues surrounding the use of
information, and access and use
information ethically and legally
ACRL Information Literacy
standards for Science and
Technology
InfoSkills Research Group – 6/28/2011
Despite
ABET accreditation
the articulated
requires
need for
engineering
(and apparent
students
lacktoofattain
progress
“a
recognition
teaching) lifelong
of the learning
need for skills,
and an
fairly
ability
little
tohas
engage
actually
in lifelong
been
written about what comprises
learning.”those
(Outcome
skills and
3.i) how to assess them.
3
Purpose
Easy to administer
Easy to grade
Generate quick feedback
Self
Assessment
Authentic
Activities
InfoSkills Research Group – 6/28/2011
Consequently,
Further, the the
authors
authors
wanted
wanted
to investigate
to developwhether
an easy to
Instructors struggle to provide detailed, timely, and individual
administer
results fromand
theeasy
instrument
to gradecorrelate
self assessment
to performance
to generate
on more
quick
feedback to students on topics as complex as information literacy
feedback
authentic
on student
activities.
attitudes.
Report writing
Design projects
4
Purpose
Memo
Easy to administer
Easy to grade
Generate quick feedback
Self
Assessment
InfoSkills Research Group – 6/28/2011
Consequently,
Further, the the
authors
authors
wanted
wanted
to investigate
to developwhether
an easy to
Instructors struggle to provide detailed, timely, and individual
administer
results fromand
theeasy
instrument
to gradecorrelate
self assessment
to performance
to generate
on more
quick
feedback to students on topics as complex as information literacy
feedback
authentic
on student
activities.
attitudes.
Multiple
Choice
5
Prior Research
Guglielmino
Williamson
SDLRS
Nursing
Education
• 58 Likert Scale
Self Assessment
• Lifelong Learning
Readiness
• Little coverage of
information
gathering aspects
• Self-directed
learning scales
• Little exploration
of the
informational
component of
lifelong learning
“I think libraries are
boring places”
Shinichi, et al
Specific
Strategies
• 12 question
instrument
• Too librarycentric
“I can construct a search
using a Boolean
Operator”
InfoSkills Research Group – 6/28/2011
Guglielmino developed the Self-Directed Learning Readiness Scale (SDLRS), a
The
Another
Recently,
authors
instrument
two
believe
research
there
developed
groups
is room
in
by(and
nursing
Shinichi
need)
education
Monoi,
for theet
development
created
al usestheir
a 12-own
ofquestion
a similar
self58-question Likert scale self-assessment, which has been used by engineering
scale
instrument
directed
to the learning
that
SDLRS,
focuses
but
scales
one
onas
focused
specific
well, which
strategies,
on information
also provide
whichskills,
the
little
authors
and
exploration
a scale
felt focused
was
of athe
little
on
educator to measure lifelong learning readiness. However, the SDLRS contains
actualinformational
behaviors
too library-centric
andcomponent
strategies
forrather
their
of lifelong
purposes.
thanlearning.
just attitudes.
very little coverage of information gathering concepts.
6
Information Search Process
InfoSkills Research Group – 6/28/2011
• Kuhlthau (2004) posits a general process for gathering and
using information.
• Zones of Intervention at Each Stage
7
Instrument
Kuhlthau
26 LS ?s
InfoSkills Research Group – 6/28/2011
The
Themain
authors
input
modified
was the&Information
incorporated
Search
concepts
Process
extracted
(ISP) offrom
Carol
The specific competencies probed were generated from an
Kuhlthau.
engineering
Thedesign
ISP is aprocess
research-validated
models & anmodel
analysis
of the
of previous
stages an
analysis of different models of information gathering behaviors.
individual goes through
student
whenwork.
faced with a research task.
8
Instrument
InfoSkills Research Group – 6/28/2011
9
Analysis
Overall mean 4.05
Reliability coefficient (Chronbach’s alpha) of .98
Preliminary factor analysis revealed a one-factor structure
Means by question, concept, and overall
InfoSkills Research Group – 6/28/2011
Preliminary ISP Stages
10
Junior Level Data (for comparison)
Evaluation
of
Exploration
of
Information
Alternative
Solutions
InfoSkills Research Group – 6/28/2011
Citation
11
Discussion
Students reported documenting and
citing sources as one of their most
highly rated skills.
Comparing self-assessments with
more direct measures of student
performance (for example, analyzing
the information component of
student projects) yields a substantial
‘novice effect’ of inflated self
perception of competency.
The higher achieving students had a
more accurate self-knowledge of
their skill levels, which indicates this
tool might be more effective if given
to a population of more advanced
students, for example, at the junior
level.
InfoSkills Research Group – 6/28/2011
Students expressed less confidence in
their ability both to find and to
evaluate information than in the other
concepts probed.
12
Student Weaknesses
According to Our Evaluation
• Creating a plan of action
• Ability to locate information
efficiently
• Documentation and citation
• Selection of appropriate
resources
• Scientific literacy
• Misuse of information
• Exaggeration of data
• Misrepresentation of data
InfoSkills Research Group – 6/28/2011
According to Students
13
Future Work
• Develop a correlating factor between multiple instruments
may provide a recommended adjustment scale in scoring a
quick self-assessment of information literacy.
• The results do indicate that students report less confidence in
their abilities related to the initial stages of the information
gathering process, so care should be taken to include
information literacy instruction which addresses that part of
the information gathering cycle.
InfoSkills Research Group – 6/28/2011
• Further development of the instrument will attempt to
circumvent the novice effect.
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Other presentations by us!
Lifelong Learning and Information Literacy Skills and the First-Year Engineering
Undergraduate: Report of a Self-Assessment
• T130·Information Literacy Programs for First-Year Engineering Students
• Engineering Libraries
• Tue. June 28, 2011 7:00 AM to 8:30 AM
Do Students Gather Information to Inform Design Decisions? Assessment with an
Authentic Design Task in First-Year Engineering
• T222A·They're Not "Soft" Skills!
• Educational Research and Methods
• Tue. June 28, 2011 8:45 AM to 10:15 AM
InfoSkills Research Group – 6/28/2011
Do Students Gather Information to Inform Design Decisions? Assessment with an
Authentic Design Task in First-Year Engineering
• M421·Design in Freshman and Sophomore Courses
• Design in Engineering Education
• Mon. June 27, 2011 12:30 PM to 2:00 PM
• Vancouver International Conference Centre, 202
Our Contact Info
Şenay Purzer – School of Engineering Education
[email protected]
Monica Cardella – School of Engineering Education
[email protected]
Ruth Wertz – School of Engineering Education
[email protected]
Meagan Ross– School of Engineering Education
[email protected]
InfoSkills Research Group – 6/28/2011
Michael Fosmire – Purdue Libraries
[email protected]
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