Teaching Information Literacy for Engineering Students in a Rapidly Changing Information Landscape

Nordic Journal of Information Literacy in Higher Education. 2016;8(1) DOI 10.15845/noril.v8i1.243

 

Journal Homepage

Journal Title: Nordic Journal of Information Literacy in Higher Education

ISSN: 1890-5900 (Online)

Publisher: University of Bergen

Society/Institution: Bergen Open Access Publishing

LCC Subject Category: Education: Education (General) | Bibliography. Library science. Information resources

Country of publisher: Norway

Language of fulltext: English, Bokmål, Norwegian; Norwegian Bokmål

Full-text formats available: PDF

 

AUTHORS

Rosa Lönneborg (KTH Royal Institute of Technology)
Göran Hamrin (KTH Royal Institute of Technology)
Maria Unger (KTH Royal Institute of Technology)

EDITORIAL INFORMATION

Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 20 weeks

 

Abstract | Full Text

The KTH Library has a long tradition of teaching information searching to technology students. Over the last years teaching information searching has become teaching information literacy, including more evaluation and source criticism. Traditionally, there have been three forms of teaching: independent credit-giving courses, integrated shorter modules in subject-specific courses and support via individual face-to-face supervision. Although evaluation and source criticism are now important parts of our teaching, much focus is still on search methodology. During this spring we, and our teaching colleagues at the KTH library, will revise and develop the content and pedagogical methodology for the courses and integrated modules in information literacy. In doing so, we need to address important questions on how to face the changing information landscape. Should the teaching be adapted to the search behaviour observed in our students or should we keep trying to change that behaviour? Do we put our effort into directing students to traditional scientific subject databases or should we put more emphasis on the importance of critically evaluating the search results, regardless of their source? How do we find the balance between these alternatives? Recently published studies have already covered these questions to some extent. The findings from a systematic literature search, together with insights collected from our development work during Spring 2016, will be used in an analysis of these questions in the context of teaching information literacy for engineering students.