http://tags.library.upenn.edu/project/3433 PennTags Feed http://tags.library.upenn.edu/makerecord/project/3433 http://tags.library.upenn.edu/makerecord/project/3433 http://tags.library.upenn.edu/makerecord/url/3507 http://tags.library.upenn.edu/makerecord/url/3507 <p><a href="https://www.haworthpress.com/store/product.asp?sid=6UN0738G0GPK9J7TWAWNJ90C681F2X6D&amp;sku=J121&amp;AuthType=2"> Resource Sharing &amp; Information Networks: </a> <br /> Innovations in Library Consortia, Systems, and Networks for Interlibrary Cooperation <span class="ProductInfo"> <br /><strong>Volume</strong>: 17 <strong>Issue</strong>: 1/2 </span></p><p><span class="ProductTitle">Abstract:</span> <br /> Students coping with the escalating complexities of available electronic resources often demonstrate undesirable behaviors including the inability to identify information needs, uncertainty about selecting information resources, poor evaluation of information sources, and inappropriate use of information for problem solving. To eliminate these obstacles in higher education, librarians and faculty at Purdue University collaborated to integrate the Association of College and Research Libraries (ACRL) core competencies for information literacy directly into course content. This manuscript describes the development of an overt informationcentered curriculum and its impact on student learning <br /> </p> http://tags.library.upenn.edu/makerecord/url/3565 http://tags.library.upenn.edu/makerecord/url/3565 http://tags.library.upenn.edu/makerecord/url/3564 http://tags.library.upenn.edu/makerecord/url/3564 http://tags.library.upenn.edu/makerecord/url/3434 http://tags.library.upenn.edu/makerecord/url/3434 http://tags.library.upenn.edu/makerecord/url/3245 http://tags.library.upenn.edu/makerecord/url/3245 http://tags.library.upenn.edu/makerecord/url/3244 http://tags.library.upenn.edu/makerecord/url/3244 http://tags.library.upenn.edu/makerecord/url/3509 http://tags.library.upenn.edu/makerecord/url/3509 http://tags.library.upenn.edu/makerecord/url/3508 http://tags.library.upenn.edu/makerecord/url/3508 Ronald J. Rodriguez<br /> Science &amp; Technology Libraries<br /> Volume: 19 Issue: 3/4, p. 179 - 188.<br /> <br /> Abstract:<br /> Commercial engineering databases as well as digital documents, e.g., journals, patents, standards, etc., are experiencing a period of rapid growth. The last thing an engineer can afford to do is spend time sifting through piles of information without useful results to show for the effort. In the corporate world, new engineers are often called upon to perform a variety of research related tasks, e.g., report to their group on newly emerging technologies, or help in patent prior art research. Engineers with solid library research skills will generally produce more thorough reports than those without. The ideal time for the engineer to develop his or her information gathering and management skils is not when entering the corporate world, rather, it is during the engineering education where engineering library resources in staff and collections are virtually always superior to that of the corporate world where library service may be limited or non-existent. <br /> http://tags.library.upenn.edu/makerecord/url/3512 http://tags.library.upenn.edu/makerecord/url/3512 Abstract<br /> This paper will discuss the need to integrate information competencies into engineering<br /> programs at the curriculum level. To support this argument, the various opportunities for library<br /> instruction available in academic libraries (and the relative effectiveness of each) will be<br /> reviewed. It will be argued that the most effective of these is curriculum-integrated instruction,<br /> which is competency based and strategic in nature. However, the quantity of work and<br /> coordination required to build an instruction program that is truly curriculum-integrated<br /> oftentimes leads to a product that is course-integrated rather than curriculum-integrated. An<br /> informal survey was conducted of NC State University students in the Colleges of Textiles and<br /> Engineering and illustrates where course-integrated instruction falls short of its goal. This paper<br /> concludes with an outline of a plan for implementing a curriculum-integrated instruction<br /> program. http://tags.library.upenn.edu/makerecord/url/3246 http://tags.library.upenn.edu/makerecord/url/3246 http://tags.library.upenn.edu/makerecord/url/3511 http://tags.library.upenn.edu/makerecord/url/3511 One criterion of the Accreditation Board for Engineering and Technology (ABET) is that<br /> engineering students must develop lifelong learning skills in order for a program to be<br /> accredited. We argue that developing information literacy skills will allow students to exert<br /> more control over their own learning within and beyond the classroom so they will develop<br /> these skills. http://tags.library.upenn.edu/makerecord/url/3436 http://tags.library.upenn.edu/makerecord/url/3436 http://tags.library.upenn.edu/makerecord/url/3566 http://tags.library.upenn.edu/makerecord/url/3566 http://tags.library.upenn.edu/makerecord/url/3561 http://tags.library.upenn.edu/makerecord/url/3561 <a href="http://doi.acm.org/10.1145/1101779.1101802">http://doi.acm.org/10.1145/1101779.1101802</a> http://tags.library.upenn.edu/makerecord/url/3435 http://tags.library.upenn.edu/makerecord/url/3435 http://tags.library.upenn.edu/makerecord/url/3241 http://tags.library.upenn.edu/makerecord/url/3241 http://tags.library.upenn.edu/makerecord/url/4571 http://tags.library.upenn.edu/makerecord/url/4571 <p>EDUCAUSE REVIEW | March/April 2006, Volume 41, Number 2</p><p><a href="http://educause.edu/ir/library/pdf/erm0627.pdf">http://educause.edu/ir/library/pdf/erm0627.pdf </a> </p> http://tags.library.upenn.edu/makerecord/url/3513 http://tags.library.upenn.edu/makerecord/url/3513