First-Year and Junior Engineering Students’ Self-Assessment of Information Literacy Skills

Abstract

In this study we explored engineering students’ ability to recognize the need for lifelong learning through self-assessment of their information literacy skills. We also conducted psychometric analysis of the instrument. Self-assessments are frequently used to understand students’ perceptions of information literacy. One critique of this approach is that student perceptions of skills can be different than their actual abilities. Previous research has shown that advanced students and experts in engineering are more likely to gather information than first year engineering students. To determine whether students perceive this behavioral difference, first year (n= 158) and junior (n=154) engineering students were given the Self-Assessment of Problem Solving Strategies (SAPSS). This instrument was designed to measure students’ reported behaviors in gathering, locating, reflecting on, and using information. The factor structure of SAPPS was examined with exploratory factor analysis, which supported that students have distinct areas of information literacy. First year and junior engineering student scores were compared through an independent t-test. The results indicate that there is no significant difference between average scores of first year and junior year engineering students. In addition, students in both groups reported relatively high levels of information literacy skill. Considering that previous research has found differences between first year and more advanced engineering students, the findings from the current study point out challenges to the measurement of information literacy. In particular, developing measures that are capable of detecting differences between students’ of varying abilities are particularly challenging, considering students tend to report they already possess these skills. Introduction According to ABET accreditation outcomes, engineering students should be able to recognize their need for lifelong learning (ABET Outcome 3.1). One way to determine whether engineering students recognize this need is through self-assessment of information literacy skills. Self-assessments are frequently used to assess students’ perceptions about their behavior. In particular, there is a need to understand students’ perceptions of information literacy. While student perceptions of behavior can be somewhat different than actual behavior, self-assessments are important to understanding the difference between students’ perceived need for information literacy and their actual need. These differences highlight areas where interventions are needed to bring students’ perceptions of behavior more closely in line with their actual information skills. There is a need for research that examines students’ self-assessment of their information literacy skills and comparisons of their self-assessment with findings from actual behavior. As the similarities and discrepancies are more fully understood, interventions can be developed to better inform engineering students of their strengths and needs, and directly address the areas in need of development.