if the engineering literature fits, use it! student application of grey literature and engineering...
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If the Engineering Literature Fits, Use It!
Student Application of Grey Literature and Engineering Standards
Chelsea Leachman
Engineering Librarian
Washington State University
Jacob Leachman
Assistant Professor, Mechanical Engineering
Washington State University
ASEE Annual Conference 2015
Seattle, WA
English 101:
College Composition
History 105:
The Roots of Contemporary Issues
Engineering 120:
Innovation in Design
• Classroom• Assignment Design• Libguide
• Classroom• Assignment Design• Tutorial
• Libguide
ME 316:
Systems Design
ME 406:
Experimental Design
ME 416:
Mechanical SystemsDesign
English402:
Technical and
Professional Writing
• Classroom • Classroom• Assignment
Design• Libguide
• Classroom • Classroom
WSU Scaffolding of Information Literacy Instruction
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Grey Literature
Robbins, S., D. Engel, and C. Kulp," How unique are our users? Comparing responses regarding the information-seeking habits of engineering faculty", College & Research Libraries Vol. 72, No. 6, 2011, pp. 515-532.Waters, N., E. Kasuto, and F. McNaughton," Partnership between engineering libraries: Identifying information literacy skills for a successful transition from student to professional", Science and Technology Libraries Vol. 31, No. 1, 2012, pp. 124-132.
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ME 406 Experimental Design:
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• Learn how to design, conduct, and report experimental investigations involving mechanical equipment and systems.
Primary objective:
Library relevant ABET student outcomes:
• Be able to use codes and handbooks
• Be able to expand understanding of a subject by reading reference books and textbooks
Local legacy:
• Minimal guidance on projects prepares students to research and operate equipment independently for first day on job.
ME 406 Process:
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1. Intro/motivation/needs
2. Literature review/prior art
3. Theoretical performance
4. Experimental performance
5. Results/conclusions
Information Literacy Instruction
• Develop a 50 minute lecture to inform engineering students of the different literature sources available, including grey literature and standards, differentiate between the forms, and when to apply them in context.
• Investigate whether an in-class exercise requiring students to sort information based on type would influence the number and types of literature utilized in design reports.
2 primary goals for this study:
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Framework Application
• Authority Is Constructed and Contextual
– Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.
• Authority Is Constructed and Contextual
– Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It (authority) is contextual in that the information need may help to determine the level of authority required.
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Set Up of Study
Spring 2014
Test Control
- - - - - - - - - - - - - - - - - -
Instructor A
- - - - - - - - - - - - - - - - - -
Instructor A
Information in Context Slides
&Worksheet
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- - - - - - - - - - - - - - - - - -
Instructor A
Aerospace is an important industry. Unmanned Aerial Vehicles are a rapidly growing field of aerospace.
Class Slides- ALL CLASSES
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Spring 2014 ResultsMultimedia
Multimedia0
0.2
0.4
0.6
0.8
1
1.2
1.4
Spring 2014 Control (Instructor A)Spring 2014 Test (Instructor A)
17
18
Spring 2014 ResultsMonographs
Monographs0
0.2
0.4
0.6
0.8
1
1.2
1.4
Spring 2014 Control (Instructor A)Spring 2014 Test (Instructor A)
19
Articles0
0.2
0.4
0.6
0.8
1
1.2
1.4
Spring 2014 Control (Instructor A)Spring 2014 Test (Instructor A)
Spring 2014 ResultsArticles
20
Grey Literature0
0.2
0.4
0.6
0.8
1
1.2
1.4
Spring 2014 Control (Instructor A)Spring 2014 Test (Instructor A)
Spring 2014 ResultsGrey Literature
55%
18%
18%
9%
Test Section
Company Produced Product Man-uals
Government Documents
Technical papers
Theses
21
33%
33%
33%
Control Section
Spring 2014Types of Grey Literature
22
Standards0
0.2
0.4
0.6
0.8
1
1.2
1.4
Spring 2014 Control (Instructor A)Spring 2014 Test (Instructor A)
Spring 2014 ResultsStandards
Fall 2014
- - - - - - - - - - - - - - - - - -
Instructor B
- - - - - - - - - - - - - - - - - -
Instructor C
Information in Context
Modified Test Set Up
24
Multimedia0
0.5
1
1.5
2
2.5
3
Fall 2014 (Instructor B)Fall 2014(Instructor C)
Fall 2014 ResultsMultimedia
25
(Spring 2014 Test)
26
Monographs0
0.2
0.4
0.6
0.8
1
1.2
1.4
Fall 2014 (Instructor B)Fall 2014(Instructor C)
Fall 2014 ResultsMonographs
(Spring 2014 Test)
27
Articles0
0.2
0.4
0.6
0.8
1
1.2
Fall 2014 (Instructor B)Fall 2014(Instructor C)
Fall 2014 ResultsArticles
(Spring 2014 Test)
28
Grey Literature0
0.5
1
1.5
2
2.5
3
Fall 2014 (Instructor B)Fall 2014(Instructor C)
Fall 2014 ResultsGrey Literature
(Spring 2014 Test)
29
Fall 2014 ResultsStandards
Standards0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
Fall 2014 (Instructor B)Fall 2014(Instructor C)
(Spring 2014 Test)