Sampling perceptions; testing reality : an evidence-based approach to measurably improve information literacy and student research skills
Data(s) |
01/12/2009
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Resumo |
Do commencing students possess the level of information literacy (IL) knowledge and skills they need to succeed at university? What impact does embedding IL within the engineering and design curriculum have? This paper reports on the self-perception versus the reality of IL knowledge and skills, across a large cohort of first year built environment and engineering students. Acting on the findings of this evaluation, the authors (a team of academic librarians) developed an intensive IL skills program which was integrated into a faculty wide unit. Perceptions, knowledge and skills were re-evaluated at the end of the semester to determine if embedded IL education made a difference. Findings reveal that both the perception and reality of IL skills were significantly and measurably improved. |
Formato |
application/pdf |
Identificador | |
Relação |
http://eprints.qut.edu.au/29125/1/29125.pdf http://www.plevin.com.au/aaee2009/index.htm Milne, Craig, Thomas, Jennifer A., & Dawson, Graham C. (2009) Sampling perceptions; testing reality : an evidence-based approach to measurably improve information literacy and student research skills. In Proceedings of the 2009 AAEE Conference, Adelaide, The University of Adelaide, Adelaide. |
Direitos |
Copyright 2009 Milne, Thomas, & Dawson. |
Fonte |
Division of Technology, Information and Learning Support |
Palavras-Chave | #080799 Library and Information Studies not elsewhere classified #139999 Education not elsewhere classified #099999 Engineering not elsewhere classified #information literacy #HERN #engineering education #large cohort #pre-test, post-test |
Tipo |
Conference Paper |