[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589126-105":59,"doc-detail-589126-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","information-literacy-modules-for-first-year-engineering-students","Information Literacy Modules for First-Year Engineering Students","","The abundance of information available daily continues to rise due to society’s dependence on the internet, yet information can be inaccurate or irrelevant because anyone can publish online. Information literacy—gathering, assessing quality, and using information effectively—is therefore essential, particularly for engineers who must remain lifelong learners. Despite its importance, information literacy is largely absent from undergraduate engineering curricula. This work presents two implemented modules evaluated in two first-year engineering courses, each using videos and question-based handouts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/information-literacy-modules-for-first-year-engineering-students/589126/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/information-literacy-modules-for-first-year-engineering-students/589126.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the two information literacy modules for first-year engineering students?","Question",{"text":112,"@type":113},"They define information and provide a framework for assessing information quality, using short videos and handouts with questions tied to students’ design projects.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the modules implemented and evaluated in this study?",{"text":117,"@type":113},"The modules were implemented in two different first-year engineering courses at two time points, and assessment data were collected from both implementations.",{"name":119,"@type":110,"acceptedAnswer":120},"What assessment results were observed about students’ information literacy skills?",{"text":121,"@type":113},"Students could identify a range of resources used for their design projects. Many could assess quality using a structured process, but assessments were often superficial and required more time and instruction to improve.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589126,1792166191,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\n2022: VOLUME 10 ISSUE 2  \nDOI: 10.18260/3-1-1153-36027  \nInformation Literacy Modules for First-Year Engineering Students  \nCOURTNEY FABER  \nStoneking Engage Engineering Fundamentals Program University of Tennessee Knoxville  \nRACHEL ELLESTAD  \nStoneking Engage Engineering Fundamentals Program University of Tennessee Knoxville  \nALEXIS WALSH  \nIndustrial and Systems Engineering University of Tennessee Knoxville  \nURLs to videos:  \nModule 1 Video: Information ( [https://youtu.be/jj5TvfhDfp4](https://youtu.be/jj5TvfhDfp4))  \nModule 2 Video: Assessing Information ( [https://youtu.be/4C0A3aHEyUw](https://youtu.be/4C0A3aHEyUw))  \nABSTRACT  \nThe abundance of information available to us every day continues to increase, largely because of society’s reliance on the internet. While the internet provides access to a wealth of information, information may be inaccurate or irrelevant because anyone can publish content on the internet. As a result, it is critical for individuals to develop information literacy, which includes the skills to gather information, assess its quality, and use it effectively. Information literacy is especially important for engineers because of the need to be lifelong learners in order to adapt to the needs of society and technological innovations. Despite the importance of information literacy, it largely remains absent from undergraduate engineering curriculum. In this work, we developed two modules that were implemented and assessed at two time points in two different first-year engineering courses. These modules focus on defining information and providing a framework to assess the information. Each module includes a short video followed by a handout with questions designed to support students in making connections between the videos and their assigned design project. The development of the modules was informed by current research within the area of information literacy as well as the first two authors’ experience teaching first-year engineering students. Assessment data from the two implementations show that students were able to identify a range of resources they used to get information for their design project. While some students were  \n2022: VOLUME 10 ISSUE 2 23  \nADVANCES IN ENGINEERING EDUCATION  \nInformation Literacy Modules for First-Year Engineering Students  \nable to assess the quality of information using a structured process, many students’ assessments were superficial and needed more time and instruction to improve. In addition to discussing our assessment outcomes, we provide a reflection on our personal experience implementing the modules to support the implementation of these modules by other instructors. These modules are available for use, testing, and adaptation in other first-year engineering contexts.  \nKey words: information literacy, first-year curriculum, assessment  \nINTRODUCTION  \nAccess to an abundance of information is ever increasing due, in large part, to society’s continuing reliance on and connection to the internet. Current higher education students fall into the Generation Z category, or what is known as iGen. Members of iGen are more connected and have easier access to information than any generation prior because of the internet. Though access to the internet provides a wealth of opportunity and resources, it also allows free access to potentially irresponsible actors who produce content with little thought about accuracy or relevance (Farber 1994) . This lack of quality control requires users of the internet to play a more active role in determining quality and relevance. There is significant concern that current higher education students have limited skills in being able to locate information, assess its quality, and apply information appropriately to support an argument (Leckie and Fullerton 1999) . These skills, known as information literacy s","cbCaitFS5eERfUYB","https://ap.wps.com/l/cbCaitFS5eERfUYB","pdf",3099449,26,"English","# Abstract\n# Introduction\n# Module Development\n## Video and Handout Structure\n# Implementation and Assessment\n## Learning Outcomes and Challenges\n# Reflection and Instructor Guidance","[{\"question\":\"What is the purpose of the two information literacy modules for first-year engineering students?\",\"answer\":\"They define information and provide a framework for assessing information quality, using short videos and handouts with questions tied to students’ design projects.\"},{\"question\":\"How were the modules implemented and evaluated in this study?\",\"answer\":\"The modules were implemented in two different first-year engineering courses at two time points, and assessment data were collected from both implementations.\"},{\"question\":\"What assessment results were observed about students’ information literacy skills?\",\"answer\":\"Students could identify a range of resources used for their design projects. Many could assess quality using a structured process, but assessments were often superficial and required more time and instruction to improve.\"}]","Information Literacy Modules for First-Year Engineering Students | PDF",1792066600,66]