INFORMATION LITERACY : EDUCATION: COLLEGE: CONTINUING EDUCATION : EDUCATION: LIFELONG LEARNING : ENGINEERING: EDUCATION : BOOKS: Lifelong Learning for Engineers and Scientists in the Information Age

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David P. Dillard

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Jul 19, 2012, 5:07:20 PM7/19/12
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INFORMATION LITERACY :

EDUCATION: COLLEGE: CONTINUING EDUCATION :

EDUCATION: LIFELONG LEARNING :

ENGINEERING: EDUCATION :

BOOKS:

Lifelong Learning for Engineers and Scientists in the Information Age

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Lifelong Learning for Engineers and Scientists in the Information Age
Elsvier Insights
Authors Ashok Naimpally, Hema Ramachandran, Caroline Smith
Publisher Elsevier, 2011
ISBN 0123852145, 9780123852144
Length 102 pages


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Table of Contents

Front-matter, Pages i,iii

Acknowledgments, Page ix

1 - Introduction, Pages 1-2

2 - Definitions of Lifelong Learning and How They Relate
to the Engineering Profession, Pages 3-10

3 - Accreditation of Engineering Programs and
Their Relationship to Lifelong Learning, Pages 11-19

4 - Information Literacy and Lifelong Learning, Pages 21-24

5 - Creativity in Engineering, Information Literacy,
and Communication Patterns of Engineering, Pages 25-29

6 - Designing Information Literacy Assignments, Pages 31-47

7 - Information Literacy and Assessment, Pages 49-62

8 - Internships, Pages 63-66

9 - Learning Contract, Pages 67-80

10 - Evaluation of Internships, Pages 81-82

11 - Information Literacy and Career Skills, Pages 83-90

12 - Conclusion, Page 91


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Information Literacy and Lifelong Learning
Ashok Naimpally
Fresno City College, Fresno, CA, USA
Hema Ramachandran
California State University-Long Beach, University Library, Long Beach,
CA, USA
Caroline Smith
University of Nevada, Las Vegas, NV, USA

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Content Sample:

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Summary

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The Association of College and Research Libraries (ACRL) has defined
information literacy in general, and this has been further refined to
encompass a set of standards for science and engineering disciplines.
These standards are comparable to those demanded by ABET, Inc. (formerly
the Accreditation Board for Engineering and Technology). When
practitioners of these standards are able to successfully impart standard
and skills to students, then these students will find an added value in
their careers, especially as they navigate the information overload of the
digital age. Instructors are advised to keep up with the review literature
maintained by ACRL.

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Publisher Summary

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This chapter discusses the way in which information literacy (IL)
influences the lifelong learning of engineers. The relationship between IL
and lifelong learning is associated with improvements and cohesion in
academics. Librarians and instructors seem to have documented a common and
supporting purpose when it comes to educating science and technology
students. A purposefully inculcated foundation of IL is the basis for any
set of lifelong-learning skills. It is impossible to have the ultimate
professional skill set without instruction and practice in research,
discernment, and the articulation of ideas. These types of
critical-thinking skills can be taught and learned through guidance and
practice in the classroom. Insights and direction from practiced academic
professionals make developing IL skills a much easier process than if one
had to develop these skills alone and at point-of-need on the job.

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