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Citation Analysis of Engineering Design Reports for Information Literacy Assessment

Citation Analysis of Engineering Design Reports for Information Literacy Assessment. Dana Denick, MA MLIS Jay Bhatt, MSEE MLS Bradley E. Layton, PhD. Goals. Citation Analysis for Information Literacy Assessment Alignment to Standards Students’ Strengths and Weaknesses

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Citation Analysis of Engineering Design Reports for Information Literacy Assessment

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  1. Citation Analysis of Engineering Design Reports for Information Literacy Assessment Dana Denick, MA MLIS Jay Bhatt, MSEE MLS Bradley E. Layton, PhD

  2. Goals • Citation Analysis for Information Literacy Assessment • Alignment to Standards • Students’ Strengths and Weaknesses • Ethics of Information • Library Instruction Modification

  3. ENGR 101-103 • Reverse Engineering • Green House • NanoEnlightenment • ENGR 103 (open)

  4. Library Instruction Progression Preliminary Self-Guided Tutorials Library Instruction Assessment

  5. Citation Categorization Scheme

  6. Distribution of First-year Engineering Student Design Report Citations (n=234)

  7. Composition of Cited Books Composition of Cited Journal Articles

  8. Composition of Cited Websites Composition of Cited Technical Papers

  9. Distribution of Selected-Response Assessment Results

  10. Appropriate Use of Engineering Resources from Selected-Response Assessment

  11. Alignment of Citation Analysis to Performance Indicators

  12. Alignment of Selected-Response Assessment to Performance Indicators

  13. Outcomes • Citation Analysis Effective as Information Literacy Assessment • Current methods meet some of the ALA/ACRL/STS Standards • Students misunderstand appropriate use of scholarly journal articles. Students show an obvious preference for web resources. • Proposed Mid-Semester Citation Review

  14. Proposed Alignment of On-going, Multiple Assessment Strategy

  15. Conclusions • 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.

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