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Preliminary design and implementation of embedding information literacy into an undergraduate engineering course

Author

Listed:
  • Hathairat Kunakornsakul
  • Pichet Pinit
  • Raghu Echempati

Abstract

Engineering students need content-relevant information literacy (IL) experience for critical acquiring and using information in academic to professional life. Modular learning becomes a self-directed and connectivism approach that blends IL and subject learning outcomes explicit to students. However, there is rarely applicable model for this entire integration. This paper presents the design and implementation of modular learning with embedding of IL into a learning course (ei2LC). The modules were designed with: 1) core concepts of an engineering subject; 2) core concepts of IL; 3) instructional design, for a course on machinery and design and presented to 32 undergraduate students. Pre and post-IL assessment were administrated to reveal their IL skills improvement. The results indicate their progress on IL skills and valuable feedbacks. This study shows how to embed a cohesive IL experience in all elements of an engineering course as a seamless instruction and a concept in other courses.

Suggested Citation

  • Hathairat Kunakornsakul & Pichet Pinit & Raghu Echempati, 2019. "Preliminary design and implementation of embedding information literacy into an undergraduate engineering course," International Journal of Innovation and Learning, Inderscience Enterprises Ltd, vol. 25(3), pages 237-266.
    • Handle: RePEc:ids:ijilea:v:25:y:2019:i:3:p:237-266
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    Cited by:

    1. Fei Li & Jianfeng Jiang & Qingao Qin & Xiaobo Wang & Guoqiang Zeng & Yi Gu & Wentai Guo, 2023. "Application of Sustainable Development of Teaching in Engineering Education: A Case Study of Undergraduate Course Design of Raman Spectroscopy Based on Virtual Reality (VR) Technology," Sustainability, MDPI, vol. 15(3), pages 1-17, January.

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