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CITATION ANALYSIS OF ENGINEERING DESIGN REPORTS FOR INFORMATION LITERACY ASSESSMENT

机译:信息素养评估工程设计报告的引文分析

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The application of information literacy standards and assessment in higher education are gaining importance in high-stakes decision making and accreditation. Therefore, those responsible for information literacy instruction must apply ongoing, multiple forms of assessment to effectively evaluate student proficiencies. This study explores the assessment of first-year engineering design students' information literacy skills in order to refine existing methods and library instructional strategies. A citation analysis is presented, representing references cited in first-year engineering design reports from Drexel University's Introduction to Engineering Design program during the 2008-2009 academic year. Citation style was evaluated and the quantity, resource type, and currency of each citation were recorded. From a sample of 234 citations, 38% of references were classified as websites, 28% of references were journal articles and 12% of references were books. Similarly to other studies, students showed a marked preference for obtaining background information through web searching over the use of reference books in either print or electronic format. The results of this study were compared to previous assessment efforts and aligned to the ALA/ACRL/STS Task Force on Information Literacy for Science and Technology's Information Literacy Standards for Science and Engineering/Technology. The methods and findings of this study demonstrate an evidence-based approach, focusing on standards-based assessment of engineering information literacy, specifically in how to best serve students new to engineering research, design and communication. We conclude that a quantitative approach enabled by trained engineering librarians working in tandem with engineering design instructors is critical to enhancing the breadth and rigor by which engineering design students reference their work. We further assert that methods described herein be considered as an additional criterion for ABET accreditation.
机译:信息素养标准及评估在高等教育中的应用在高赌注决策和认可中取得了重要意义。因此,负责信息素养教学的人必须持续,多种形式的评估,以有效评估学生潜力。本研究探讨了对第一年工程设计学生的信息素养技能的评估,以便改进现有方法和图书馆教学策略。提出了引文分析,代表德列德大学在2008 - 2009年学年德雷塞尔大学工程设计方案介绍的一年工程设计报告中引用的参考文献。评估引用风格,并记录每个引文的数量,资源类型和货币。从234个引用的样本,38%的参考文献被归类为网站,参考的28%是杂志文章,12%的参考文章是书籍。与其他研究同样,学生通过Web搜索在打印或电子格式的参考书上搜索来获取背景信息的显着偏好。将本研究的结果与先前的评估努力进行比较,并与ALA / ACRL / STS工作型技术素质对科学和工程/技术信息素养标准的信息素养。本研究的方法和调查结果表明了一种基于证据的方法,重点是基于标准的工程信息素养评估,特别是如何最好地为学生提供新的工程研究,设计和沟通。我们得出结论,由培训的工程图书馆员能够与工程设计教练一起工作的培训工程图书馆员的定量方法对于加强工程设计学生参考其工作的广度和严格来说至关重要。我们进一步断言本文描述的方法被视为ABET认证的额外标准。

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