Information Literacy in Engineering Education

Abstract

This work presents a comprehensive exploration of teaching information literacy (IL) within engineering education, emphasizing its critical role in developing competent, ethical, and sustainability-oriented engineers. Information literacy encompasses the ability to recognize information needs, locate and evaluate diverse sources, and apply knowledge effectively in engineering contexts. Critical thinking, data analysis, and ethical decision-making are integral to IL, ensuring reliability and rigor in design, research, and professional practice. Pedagogical strategies for embedding IL include problem-based learning, flipped classrooms, design thinking workshops, service-learning projects, inquiry-based learning, gamification, collaborative research, concept mapping, and the jigsaw method. Each approach fosters critical evaluation of information, teamwork, and real-world problem-solving. The integration of IL aligns with ABET learning outcomes and sustainability competencies, promoting lifelong learning, effective communication, ethical reasoning, and responsible engineering practice. Concrete examples illustrate successful implementations, and recommendations for curriculum design, technology use, and faculty-librarian collaboration are provided. Overall, cultivating IL in engineering students equips them with the skills necessary to navigate complex information landscapes, address contemporary societal and environmental challenges, and contribute to sustainable and innovative engineering solutions.

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