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Drafting: what’s information literacy got to do with it?

Drafting: what’s information literacy got to do with it? . Salom ón Dávila, Pasadena City College, Engineering and Technology Division and Hema Ramachandran, Access Services Librarian, PCC (now Engineering Librarian at Cal State-Long Beach)

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Drafting: what’s information literacy got to do with it?

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  1. Drafting: what’s information literacy got to do with it? Salomón Dávila, Pasadena City College, Engineering and Technology Division and Hema Ramachandran, Access Services Librarian, PCC (now Engineering Librarian at Cal State-Long Beach) Please see http://tinyurl.com/ypkd3k for a copy of this presentation, examples of orientation handouts, survey results, evaluation of assessment, pretest and Lab 10 library assignment (posttest)

  2. Drafting • Drawing, drawing and more drawing and never reaching program objectives of spatial visualization and sketching graphical solutions. • Underestimating work and time required for assignment completion. • Presentation of course material separate from its contextual use • Relying mostly on demonstrations and lectures for material presentation.

  3. Initial Contact • Email to coordinators in Engineering Program (November 2005) • Response from the Coordinator of the Drafting program • January 2006 (Winter Intersession): • Discussions on scope of library resources • Incorporating information literacy assignments into the Drafting classes (8A, 8B, 8C 117) But HOW to incorporate IL into Drafting?

  4. First Library assignment Objectives: • Introduction and overview of library information tools • Perform searches in the online catalog, periodical databases etc. • Introduction to other library services (e.g. Inter-Library Loan) • Preparation and delivery of a professional presentation • Share industry knowledge with colleagues Student Learning Outcomes: • At the end of this course, students will be able to use a variety of library and information tools to support research assignments and deliver a professional presentation Assignment: • Prepare and deliver a 5 minute professional presentation • Cite at least three different sources of which one has to be a recent periodical article

  5. Content of orientations • Searching online catalog for books • Searching periodical databases: highlighting the significance of trade journals for assignment and professional development • Use of encyclopedias, dictionaries and handbooks • Use of internet resources including critical evaluation • Citing resources Challenge: Students had difficulty narrowing topics for their presentation (Examples: stereolithography, history of the metric system, parametric solid modeling, nanotechnology, CAD/CAM)

  6. Rubrics

  7. Summer 2006: Discussions • Lengthy discussions lead to redesign of classes to incorporate more information literacy seamlessly into design projects for 8A, 8B and 17 • 8C: New Product Development: major redesign over the summer to incorporate more non-engineering aspects (marketing and business focus)

  8. Fall 2006 • Each library orientation was targeted towards the specific projects/assignments • Demonstrations, examples and handouts reflected the projects • Handouts included online databases, print resources, internet and other libraries • Relevant print sources (mostly handbooks) were brought into the classroom • Added as “Designer” to the course management system (WebCT) but did not fully exploit this Some things we discussed but didn’t implement: • Mandatory appointments with librarian/research clinics/virtual consultation • Research logs/portfolios

  9. 8C: New Product Development • Problem Statement: Noise in the library • Possible solution: “A bubble” that can be checked out • Explored the concept (types of materials, design considerations, existing products, manufacturers…) • Used this idea as a springboard to explore resources • Three orientations plus added some material to WebCT Please see http://tinyurl.com/ypkd3k for Powerpoint presentations .

  10. 8C: LIBRARY RESOURCES • Has someone already come up with a solution? USE PROQUEST/SCIENCE FULL-TEXT/PATENTS • Are there similar products on the market? USE PROQUEST/SCIENCE FULL-TEXT/PATENTS • Who would use such a product? DEMOGRAPHIC DATA/CONTACT ASSOCIATIONS • The market for the product? USE PROQUEST/CONTACT ASSOCIATIONS • Who are the major competitors? USE PROQUEST/COMPANY INFO/HOOVERS.COM • Finding manufacturers THOMASNET Please see http://tinyurl.com/ypkd3k for handouts .

  11. 8C: STUDENT LEARNING OUTCOME Present the development of a product justifying design methods through information research and prototyping

  12. 8C: RUBRICS

  13. Fall 2006: Design Projects (8A, 8B, 17) • Incorporated IL into design projects (mousetrap vehicle, robotic arm, dorm room, prefabricated housing) • Students collaborated in teams • Final deliverables included: model, graphical representation of design/product, a report and a presentation Please see http://tinyurl.com/ypkd3k for examples of handouts .

  14. Spring 2007 • Continued with the program that was developed in Fall • Incorporated results from an industry survey: added more instruction on codes, standards and handbooks • Experimented with pre and post tests (library assignment) • Developed survey to elicit info on IL component of class

  15. Library Assignments • Adapted some general library pretests for engineering • Professor Davila designed a library assignment (Lab 10) which was substituted for the post-test designed by Hema! Examples: • Human dimensions when sitting including seating angles (range) male vs female reach, leg space and sight line angles • Find the inch dimensions for a (you pick) hexagonal socket head cap screw and its drill and counterbore size. Sketch the screw. Please see http://tinyurl.com/ypkd3k for copy of Pretest, Lab 10 (Post Test)

  16. Rubrics: Spring 2007

  17. Survey Please see http://tinyurl.com/ypkd3k

  18. Common themes Each session also emphasized: • Information skills are useful beyond the class • Career resources: job seeking, preparing for the interview etc. • Keeping up with current developments in the field • Using information resources on the job to solve problems

  19. Beyond the classroom • Assessing Lifelong Learning is a challenge • Alumni Surveys • Industry/Employer surveys • Longitudinal survey is the only complete way to assess • Create the environment conducive to lifelong learning (information literacy)

  20. Did we succeed? • Each student will hopefully recognize the need for information literacy/lifelong learning • Anecdotal: we observed as behavior and habits changed • Requirements for the course, demanded that students had to engage in information literacy • Embedding IL into the curriculum reinforces these skills in their real-life context • Alumni survey would be the only way to study long term effects

  21. Conclusions • Benefits for librarian – obvious! • Benefits for engineering faculty member? • Collaboration takes time • Would we have done anything differently? (Salomon: Hema shouldn’t have left PCC!)

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