Embedded Information Literacy Instruction for Upper Level Engineering Undergraduates in an Intensive Writing Course

Abstract

This study describes and assesses a pilot program to provide information literacy instruction to undergraduate engineering students in a writing intensive course. Working in teams, students complete a professional paper that requires them to identify and analyze a topic on mechanical power. Instruction is delivered through a consultation model that embeds librarians in student teams. Findings indicate that these students receive customized instruction, use the class guide to identify and access library resources independently, and to a lesser extent, use interlibrary loan to acquire needed materials. Scalability is challenging, but suggestions for improvement are discussed.

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