11
This article was downloaded by: [New York University] On: 17 October 2014, At: 15:58 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Science & Technology Libraries Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/wstl20 Science and Technology Information Literacy Virginia Baldwin MS, MLS a b a Engineering Library , USA b University of Nebraska , Lincoln, NE, USA Published online: 25 Sep 2008. To cite this article: Virginia Baldwin MS, MLS (2005) Science and Technology Information Literacy, Science & Technology Libraries, 25:3, 117-125, DOI: 10.1300/ J122v25n03_08 To link to this article: http://dx.doi.org/10.1300/J122v25n03_08 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content.

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Page 1: Science and Technology Information Literacy

This article was downloaded by [New York University]On 17 October 2014 At 1558Publisher RoutledgeInforma Ltd Registered in England and Wales Registered Number 1072954Registered office Mortimer House 37-41 Mortimer Street London W1T 3JHUK

Science amp Technology LibrariesPublication details including instructions forauthors and subscription informationhttpwwwtandfonlinecomloiwstl20

Science and TechnologyInformation LiteracyVirginia Baldwin MS MLS a ba Engineering Library USAb University of Nebraska Lincoln NE USAPublished online 25 Sep 2008

To cite this article Virginia Baldwin MS MLS (2005) Science and TechnologyInformation Literacy Science amp Technology Libraries 253 117-125 DOI 101300J122v25n03_08

To link to this article httpdxdoiorg101300J122v25n03_08

PLEASE SCROLL DOWN FOR ARTICLE

Taylor amp Francis makes every effort to ensure the accuracy of all theinformation (the ldquoContentrdquo) contained in the publications on our platformHowever Taylor amp Francis our agents and our licensors make norepresentations or warranties whatsoever as to the accuracy completenessor suitability for any purpose of the Content Any opinions and viewsexpressed in this publication are the opinions and views of the authors andare not the views of or endorsed by Taylor amp Francis The accuracy of theContent should not be relied upon and should be independently verified withprimary sources of information Taylor and Francis shall not be liable for anylosses actions claims proceedings demands costs expenses damagesand other liabilities whatsoever or howsoever caused arising directly orindirectly in connection with in relation to or arising out of the use of theContent

This article may be used for research teaching and private study purposesAny substantial or systematic reproduction redistribution reselling loansub-licensing systematic supply or distribution in any form to anyone isexpressly forbidden Terms amp Conditions of access and use can be found athttpwwwtandfonlinecompageterms-and-conditions

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INSTRUCTION IN SCI-TECH LIBRARIES

Science and TechnologyInformation LiteracyReview of Standards

Developed by an Association Task ForceVirginia Baldwin

In January of 2002 the Science amp Technology Section (STS) of the Associ-ation of College and Research Libraries (ACRL) Division of the American Li-braries Association charged the STS Task Force on Information Literacy forScience and Technology with developing standards performance indicatorsand outcomes for library instruction in science and technology based on theACRL Information Literacy Competency (ILC) Standards for Higher Educa-tion (httpwwwalaorgalaacrlacrlstandardsstandardspdf)

The resulting product was approved by the STS Council at the AmericanLibrary Association Annual Conference in Orlando FL in June of 2004 TheSTS Task Force identified five standards with the fifth standard being entirelynew and different from the ACRL ILC Standards for Higher Education TheSTS standards can be accessed from the STS Web site httpwwwalaorgalaacrlaboutacrlacrlsectionssciencetechstshtm (Portions of the standardsare reproduced below by permission of the Association of College amp Re-search Libraries a division of the American Library Association 2005 bythe American Library Association)

Virginia Baldwin MS MLS is Professor and Head Engineering Library Patentand Trademark Depository Librarian University of Nebraska Lincoln NE (E-mailvbaldwin2unledu)

Science amp Technology Libraries Vol 25(3) 2005httpwwwhaworthpresscomwebSTL

2005 by The Haworth Press Inc All rights reservedDigital Object Identifier101300J122v25n03_08 117

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This first Science amp Technology Libraries information literacy column re-flects on some of the key changes adopted by the task force members most ofwhich are important specifically to science and technology fields

The following is a synopsis of the standards

bull Standard One Identifying the need for informationbull Standard Two Procuring the informationbull Standard Three Evaluating the information revising search strategy

obtaining more informationbull Standard Four Using the Informationbull Standard Five Lifelong learning

In developing the standards the Task Force reviewed six regional accredi-tation sources standards and criteria for three disciplines four monographsengineering library information competencies and a relevant university Website (abbreviations were used as annotations to show applicability to specificstandards performance indicators and outcomes with page or section num-bers usually annotated as well)

bull MSA Middle States Association of Colleges and Schools (httpwwwmsacheorg)

bull NCA-HLC North Central Association of Schools and CollegesndashHigherLearning Commission

bull NWCCU Northwest Association of Schools Colleges and Universities(httpwwwnwccuorg)

bull SACS Southern Association of Colleges and Schools (httpwwwsacscocorg)

bull WASC-ACSCU Western Association of Schools and Colleges (httpwwwwascweborg)

bull NEASC New England Association of Schools and CollegesndashCommis-sion on Institutions of Higher Education (httpwwwneascorg)

bull EHAC National Environmental Health Science and Protection Accredi-tation Council (wwwehacofficeorg)

bull CHEM American Chemical Society (ACS) Committee on ProfessionalTraining 2003 Undergraduate Professional Education in ChemistryGuidelines and Evaluation Procedures Columbus Ohio AmericanChemical Society Available at httpwwwchemistryorgportalacs1acsdisplayhtmlDOC=educationcptguidelineshtml

bull ABET httpwwwabetorgcriteriahtmlbull EL Engineering Libraries Building Collections and Delivering Services

Conklin and Musser eds The Haworth Press Inc NY 2001

118 SCIENCE amp TECHNOLOGY LIBRARIES

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bull ELD ASEE Engineering Libraries Division ldquoInformation Competen-cies for Engineeringrdquo

bull By authors cited Information and the Professional Scientist and En-gineer Baldwin and Hallmark eds The Haworth Press Inc NY2001 (Flaxbart Joseph Wild and Havener Pinelli Caracuzzo Wagner)

bull Online Ecological and Environmental Data Baldwin Virginia A edThe Haworth Press Inc NY 2004

bull CPE Tenopir Carol and Donald W King Communication Patterns ofEngineers Piscataway NJ IEEE Press (Wiley-Interscience) 2004

bull Cal Poly University ldquoIntroductory Competencies in Specific Disciplinesrdquohttpwwwlibcalpolyeduinfocompspecifichtml

Other than the entirely new standard five on lifelong learning standard one(determines the nature and extent of the information needed and constructs acourse of action for obtaining the information) was the standard most heavilyaffected by the Task Force research No new performance indicators were de-veloped for standard one However several new outcomes to performance in-dicator two (identifies a variety of types and formats of potential sources forinformation) and three (considers the costs and benefits of acquiring theneeded information) came from a variety of disciplines Five new outcomescame from reviewed sources in the field of engineering

bull Has a working knowledge of the literature of the field WASC p 21 ELp 183

bull Is aware of the professional associations of the field and their literatureEL p 184

bull Understands sources that are specific to the field eg manuals hand-books patents standards materialequipment specifications currentrules and regulations reference material routinely used in industry man-uals of industrial processes and practices and product literature ELp 57-73 and p 167 ABET 3j and 3k Caracuzzo p 169

bull Recognizes that there may be a trade off between the value of the infor-mation and the time and cost to obtain it EL p 185

bull Recognizes the importance of a variety of information research areas (re-garding eg experts in a field consultants revenue opportunities licens-ing opportunities patent and intellectual property etc) for competitiveadvantage purposes and to avoid being misinformed EL p 182 187

One is especially pertinent to the fields of chemistry and the environment

Instruction in Sci-Tech Libraries 119

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bull Recognizes that potentially useful information or data in a variety offormats may be proprietary have limited access or may be freelyavailable online and may require specific data management expertiseand an understanding of the structure of agencies involved in producingthe information EHAC VIIB2 EL p 194-195 Wagner (Chemistry)p 27-45 Online Ecological and Environmental Data Wild and Havenerp 63-86 Pinelli p 134 CPE p 60

and one has obvious relevance to geology

bull Recognizes the value of archival information recognizes how its useand importance may vary with each discipline and recognizes the im-portance of preservation of information Joseph p 55 and p 59-60(geology)

The first ACRL outcome in performance indicator two was modified as indi-cated with underlining and reflected information found in reviewed sources inchemistry and engineering and one regional source

bull Knows how scientific technical and related information is formally andinformally produced organized and disseminated Understands theflow of scientific information and the scientific information life cycleEL p 168-169 NEASC p 6 418 NEASC p 6 422 Flaxbart (Chemis-try) p 21 CPE p 12-19

Standard two itself (the information literate student procures needed infor-mation effectively and efficiently) was tied to numerous sources mostly fromthe regional accreditation standards (ABET 3i 3k SACS 53 MSCHE 12NWCCU 26j NEASC 422 423 NCA-HLC 4C NWCCU 2D WASCp 27) For this standard five performance indicators were retained with littleor no change and a sixth was added (as indicated with underlining) with threeoutcomes

6 Consults experts for assistance andor guidance when needed

Outcomes includeThe student

bull Consults with instructoradvisor for appropriateness of topic or re-search question

120 SCIENCE amp TECHNOLOGY LIBRARIES

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bull Consults librarian or library staff if unable to identify or locate ap-propriate materials EL p 187

bull Identifies subject experts to consult as necessary

Three entirely new outcomes under performance indicator two (constructsand implements effectively designed search strategies) were added by re-sponders to a listserv inquiry for review of the Task Forcersquos product

bull Uses other methods of search term input such as structure searching andimage searching specific to the discipline or information retrieval system

bull Follows citations and cited references to obtain additional pertinent articlesbull Recognizes similar features among different interfaces (such as print

e-mail and save options search fields controlled vocabulary)

Standard three (the information literate student critically evaluates the pro-cured information and its sources and as a result decides whether or not tomodify the initial query andor seek additional sources) has to do with evaluat-ing the information revising the search strategy and obtaining more informa-tion Wording in several research sources were applicable to standard three(ABET 3b 3 3e 3k WASC p 20 and p 27 EHAC p 6 MSA Standard 12p 38 NWCCU 2D) Seven of the performance indicators for standard threeare representative of the ACRL ILC standards either verbatim or with minorchanges An eighth standard is entirely new and comes from The Cal PolyUniversity Web site

8 Evaluates the product and the process ABET 3i CAL POLY

Outcomes includeThe student

bull Reviews the product and the process and determines possible im-provements CAL POLY

bull Applies the improvements to subsequent projects CPE p 84

A listserv inquiry response provided an entirely new outcome for perfor-mance indicator one (summarizes the main ideas to be extracted from the in-formation gathered)

bull Understands how to read a scientific paper efficiently and can use sec-tions such as the abstract or conclusion to decide whether to include thesource

Instruction in Sci-Tech Libraries 121

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Another listserv response provided a new outcome for the slightly re-worded performance indicator two (selects information by articulating and ap-plying criteria for evaluating both the information and its sources)

bull Understands and uses statistical treatment of data as evaluative criteria

Also under standard two is a new outcome from an engineering review source

bull Recognizes where the information source appears in the flow of scien-tific information EL p 169

Performance indicator six in standard three addresses outcomes related tocommunication and a new outcome reflects the importance of group or team-work in science and engineering fields

bull Works effectively in small groups or teams CHEM 14 EHAC VIII8B2 EL p 187 ABET 3d

Standard Four is a combination of ACRL standards four and fiveThe information literate student understands and respects the economic

ethical legal and social issues surrounding the use of information and its tech-nologies and either as an individual or as a member of a group uses informa-tion effectively to accomplish a specific purpose WASC p 27 NCA-HLCp 15 CHEM Section 14 p 14 ABET 3e 3f 3g 3h Criterion III f (basic)and II d (advanced)

Six performance indicators from standards four and five of the ACRL doc-ument are for the most part merged verbatim into standard four of the TaskForce document They appear in reverse with those relating to ethics first andthose relating to information use second The synopsis ldquousing the informa-tionrdquo applies to the new standard four Changes in the outcomes for standardfour have to do with ethical issues related to research data the work of mem-bers of research teams and the selection of appropriate documentation style foreach research project

A new outcome in performance indicator three (acknowledges the use ofinformation sources in communicating the product or performance) relates tofunding and was supplied through a listserv response

bull Acknowledges all contributors funding sources grants etc

The focus of performance indicator four of standard four in the Task Forcedocument is completely changed as indicated by underlining in the perfor-mance indicator and the two entirely new outcomes that are attached to it

122 SCIENCE amp TECHNOLOGY LIBRARIES

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4 Applies creativity in use of the information for a particular product orperformance

Outcomes includeThe student

bull Selects analyzes organizes summarizes andor synthesizes in-formation from a variety of resources EL p 176 195

bull Uses advanced information technologies such as data mining andvisualization to move beyond retrieval and identify trends and pat-terns within large sets of complex data EL p 196

Both of these outcomes reflect wording in one of the engineering researchsources

The fifth standard in the Task Force document incorporates the importantconcept of lifelong learning that appears in science and engineering standardsdocuments as well as regional documents and is a vital factor in the successfulpursuit of a career in science and engineering Accordingly standard five is re-produced below in its entirety

Standard Five The information literate student recognizes the need tokeep current regarding new developments in his or her field and understandsthat information literacy is an ongoing process and an important component oflifelong learning NCA-HLC Criterion Four 4a and 4b SACS 512 NEASC419 ABET TC2K Criterion 2h ABET 3i 3j

Performance Indicators

The information literate student

1 Understands that information searching requires time diligence andpractice and that skills are learned over time CHEM Section 14 p 11NCA-HLC 4b ABET 3i

Outcomes includeThe student

bull Searches relevant resources diligently and with increasing accu-racy over time

2 Increases self-confidence with practice and experience in informationseeking

Instruction in Sci-Tech Libraries 123

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Outcomes includeThe student

bull Composes search statements using Boolean operators and limitingfactors

bull Retrieves accurate information any time and from any source

3 Appreciates that information literacy requires an ongoing assimilationof learning and information technologies SACS 53 EHAC p 6 CPEp 108

Outcomes includeThe student

bull Recognizes that as a professional in a field it will be necessary tokeep up with new developments that are published in the literatureof the field WASC p 23 EHAC p 6 Caracuzzo p168-170

bull Recognizes that learning about information gathering is an ongo-ing process as the source format software requirements and de-livery of needed information changes and evolves with timeNWCCU 2E2 Joseph (geology) p 50

bull Establishes current awareness services follows citation and citedreferences for pertinent articles online table of contents scanningexamines review journals and other forms of rapid communicationliterature and manages files of citations of articles read or accessed(such as through use of bibliographic management software)Flaxbart (Chemistry) p 8 p 13 and p 15 ELD document 9Caracuzzo p 165-173

bull Transfers information access skills to new subject areas ABET 3ibull Uses bibliometric analysis tools to update knowledge of changing

technology and product life cycles (such as by analyzing a com-panyrsquos published papers andor patent portfolio) EL p183

bull Keeps up with scholarly publishing changes in the field EL p 3-18bull Understands the importance of archiving information so that it will

survive company mergers outdated access technologies person-nel departures etc Joseph (geology) p 61 CPE p 84

This work is the product of more than two years of reviewing sources com-munication conference meetings and collaboration among the members ofthe Task Force Currently those members are

124 SCIENCE amp TECHNOLOGY LIBRARIES

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bull Virginia Baldwin University of Nebraska-Lincoln Engineering Phys-ics and Astronomy Librarian Task Force Chair

bull C J (Catherine Woodworth) Wong Quinnipiac University Science Li-brarian

bull Sheila Young Arizona State University Science Reference LibrarianEngineering on ARL Learning Outcomes Workgroup

bull Ibironke Lawal Virginia Commonwealth University Engineering andScience Librarian Biotechnology Chemistry Mathematics

bull Daureen Nesdill University of Utah Science Librarianbull Barbara McAlpine Trinity University Science Librarian

Former members also made contributions to the development of the finalproduct

bull Sherry Durren Georgia Perimeter College Information Literacy Librarianbull Jennifer Laherty California State University at Hayward Biological

Sciences Chemistry Communicative Sciences and Disorders GeologyHealth Sciences and Nursing

bull Elizabeth I Hanson Indiana University Life Sciences

Important contributions were also made by members of the community ofscience and engineering librarians through responses to solicitation of reviewsand comments on several listservs These contributions added value and com-pleteness to the work of the Task Force members The document reflects thebroad knowledge and background of science and engineering librariansWhile now in its final form it is intended to be a living document allowing fu-ture revisions to occur as new developments in science and technologyinformation literacy dictate

Instruction in Sci-Tech Libraries 125

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Page 2: Science and Technology Information Literacy

This article may be used for research teaching and private study purposesAny substantial or systematic reproduction redistribution reselling loansub-licensing systematic supply or distribution in any form to anyone isexpressly forbidden Terms amp Conditions of access and use can be found athttpwwwtandfonlinecompageterms-and-conditions

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by [

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] at

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014

INSTRUCTION IN SCI-TECH LIBRARIES

Science and TechnologyInformation LiteracyReview of Standards

Developed by an Association Task ForceVirginia Baldwin

In January of 2002 the Science amp Technology Section (STS) of the Associ-ation of College and Research Libraries (ACRL) Division of the American Li-braries Association charged the STS Task Force on Information Literacy forScience and Technology with developing standards performance indicatorsand outcomes for library instruction in science and technology based on theACRL Information Literacy Competency (ILC) Standards for Higher Educa-tion (httpwwwalaorgalaacrlacrlstandardsstandardspdf)

The resulting product was approved by the STS Council at the AmericanLibrary Association Annual Conference in Orlando FL in June of 2004 TheSTS Task Force identified five standards with the fifth standard being entirelynew and different from the ACRL ILC Standards for Higher Education TheSTS standards can be accessed from the STS Web site httpwwwalaorgalaacrlaboutacrlacrlsectionssciencetechstshtm (Portions of the standardsare reproduced below by permission of the Association of College amp Re-search Libraries a division of the American Library Association 2005 bythe American Library Association)

Virginia Baldwin MS MLS is Professor and Head Engineering Library Patentand Trademark Depository Librarian University of Nebraska Lincoln NE (E-mailvbaldwin2unledu)

Science amp Technology Libraries Vol 25(3) 2005httpwwwhaworthpresscomwebSTL

2005 by The Haworth Press Inc All rights reservedDigital Object Identifier101300J122v25n03_08 117

Dow

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ded

by [

New

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This first Science amp Technology Libraries information literacy column re-flects on some of the key changes adopted by the task force members most ofwhich are important specifically to science and technology fields

The following is a synopsis of the standards

bull Standard One Identifying the need for informationbull Standard Two Procuring the informationbull Standard Three Evaluating the information revising search strategy

obtaining more informationbull Standard Four Using the Informationbull Standard Five Lifelong learning

In developing the standards the Task Force reviewed six regional accredi-tation sources standards and criteria for three disciplines four monographsengineering library information competencies and a relevant university Website (abbreviations were used as annotations to show applicability to specificstandards performance indicators and outcomes with page or section num-bers usually annotated as well)

bull MSA Middle States Association of Colleges and Schools (httpwwwmsacheorg)

bull NCA-HLC North Central Association of Schools and CollegesndashHigherLearning Commission

bull NWCCU Northwest Association of Schools Colleges and Universities(httpwwwnwccuorg)

bull SACS Southern Association of Colleges and Schools (httpwwwsacscocorg)

bull WASC-ACSCU Western Association of Schools and Colleges (httpwwwwascweborg)

bull NEASC New England Association of Schools and CollegesndashCommis-sion on Institutions of Higher Education (httpwwwneascorg)

bull EHAC National Environmental Health Science and Protection Accredi-tation Council (wwwehacofficeorg)

bull CHEM American Chemical Society (ACS) Committee on ProfessionalTraining 2003 Undergraduate Professional Education in ChemistryGuidelines and Evaluation Procedures Columbus Ohio AmericanChemical Society Available at httpwwwchemistryorgportalacs1acsdisplayhtmlDOC=educationcptguidelineshtml

bull ABET httpwwwabetorgcriteriahtmlbull EL Engineering Libraries Building Collections and Delivering Services

Conklin and Musser eds The Haworth Press Inc NY 2001

118 SCIENCE amp TECHNOLOGY LIBRARIES

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bull ELD ASEE Engineering Libraries Division ldquoInformation Competen-cies for Engineeringrdquo

bull By authors cited Information and the Professional Scientist and En-gineer Baldwin and Hallmark eds The Haworth Press Inc NY2001 (Flaxbart Joseph Wild and Havener Pinelli Caracuzzo Wagner)

bull Online Ecological and Environmental Data Baldwin Virginia A edThe Haworth Press Inc NY 2004

bull CPE Tenopir Carol and Donald W King Communication Patterns ofEngineers Piscataway NJ IEEE Press (Wiley-Interscience) 2004

bull Cal Poly University ldquoIntroductory Competencies in Specific Disciplinesrdquohttpwwwlibcalpolyeduinfocompspecifichtml

Other than the entirely new standard five on lifelong learning standard one(determines the nature and extent of the information needed and constructs acourse of action for obtaining the information) was the standard most heavilyaffected by the Task Force research No new performance indicators were de-veloped for standard one However several new outcomes to performance in-dicator two (identifies a variety of types and formats of potential sources forinformation) and three (considers the costs and benefits of acquiring theneeded information) came from a variety of disciplines Five new outcomescame from reviewed sources in the field of engineering

bull Has a working knowledge of the literature of the field WASC p 21 ELp 183

bull Is aware of the professional associations of the field and their literatureEL p 184

bull Understands sources that are specific to the field eg manuals hand-books patents standards materialequipment specifications currentrules and regulations reference material routinely used in industry man-uals of industrial processes and practices and product literature ELp 57-73 and p 167 ABET 3j and 3k Caracuzzo p 169

bull Recognizes that there may be a trade off between the value of the infor-mation and the time and cost to obtain it EL p 185

bull Recognizes the importance of a variety of information research areas (re-garding eg experts in a field consultants revenue opportunities licens-ing opportunities patent and intellectual property etc) for competitiveadvantage purposes and to avoid being misinformed EL p 182 187

One is especially pertinent to the fields of chemistry and the environment

Instruction in Sci-Tech Libraries 119

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bull Recognizes that potentially useful information or data in a variety offormats may be proprietary have limited access or may be freelyavailable online and may require specific data management expertiseand an understanding of the structure of agencies involved in producingthe information EHAC VIIB2 EL p 194-195 Wagner (Chemistry)p 27-45 Online Ecological and Environmental Data Wild and Havenerp 63-86 Pinelli p 134 CPE p 60

and one has obvious relevance to geology

bull Recognizes the value of archival information recognizes how its useand importance may vary with each discipline and recognizes the im-portance of preservation of information Joseph p 55 and p 59-60(geology)

The first ACRL outcome in performance indicator two was modified as indi-cated with underlining and reflected information found in reviewed sources inchemistry and engineering and one regional source

bull Knows how scientific technical and related information is formally andinformally produced organized and disseminated Understands theflow of scientific information and the scientific information life cycleEL p 168-169 NEASC p 6 418 NEASC p 6 422 Flaxbart (Chemis-try) p 21 CPE p 12-19

Standard two itself (the information literate student procures needed infor-mation effectively and efficiently) was tied to numerous sources mostly fromthe regional accreditation standards (ABET 3i 3k SACS 53 MSCHE 12NWCCU 26j NEASC 422 423 NCA-HLC 4C NWCCU 2D WASCp 27) For this standard five performance indicators were retained with littleor no change and a sixth was added (as indicated with underlining) with threeoutcomes

6 Consults experts for assistance andor guidance when needed

Outcomes includeThe student

bull Consults with instructoradvisor for appropriateness of topic or re-search question

120 SCIENCE amp TECHNOLOGY LIBRARIES

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bull Consults librarian or library staff if unable to identify or locate ap-propriate materials EL p 187

bull Identifies subject experts to consult as necessary

Three entirely new outcomes under performance indicator two (constructsand implements effectively designed search strategies) were added by re-sponders to a listserv inquiry for review of the Task Forcersquos product

bull Uses other methods of search term input such as structure searching andimage searching specific to the discipline or information retrieval system

bull Follows citations and cited references to obtain additional pertinent articlesbull Recognizes similar features among different interfaces (such as print

e-mail and save options search fields controlled vocabulary)

Standard three (the information literate student critically evaluates the pro-cured information and its sources and as a result decides whether or not tomodify the initial query andor seek additional sources) has to do with evaluat-ing the information revising the search strategy and obtaining more informa-tion Wording in several research sources were applicable to standard three(ABET 3b 3 3e 3k WASC p 20 and p 27 EHAC p 6 MSA Standard 12p 38 NWCCU 2D) Seven of the performance indicators for standard threeare representative of the ACRL ILC standards either verbatim or with minorchanges An eighth standard is entirely new and comes from The Cal PolyUniversity Web site

8 Evaluates the product and the process ABET 3i CAL POLY

Outcomes includeThe student

bull Reviews the product and the process and determines possible im-provements CAL POLY

bull Applies the improvements to subsequent projects CPE p 84

A listserv inquiry response provided an entirely new outcome for perfor-mance indicator one (summarizes the main ideas to be extracted from the in-formation gathered)

bull Understands how to read a scientific paper efficiently and can use sec-tions such as the abstract or conclusion to decide whether to include thesource

Instruction in Sci-Tech Libraries 121

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Another listserv response provided a new outcome for the slightly re-worded performance indicator two (selects information by articulating and ap-plying criteria for evaluating both the information and its sources)

bull Understands and uses statistical treatment of data as evaluative criteria

Also under standard two is a new outcome from an engineering review source

bull Recognizes where the information source appears in the flow of scien-tific information EL p 169

Performance indicator six in standard three addresses outcomes related tocommunication and a new outcome reflects the importance of group or team-work in science and engineering fields

bull Works effectively in small groups or teams CHEM 14 EHAC VIII8B2 EL p 187 ABET 3d

Standard Four is a combination of ACRL standards four and fiveThe information literate student understands and respects the economic

ethical legal and social issues surrounding the use of information and its tech-nologies and either as an individual or as a member of a group uses informa-tion effectively to accomplish a specific purpose WASC p 27 NCA-HLCp 15 CHEM Section 14 p 14 ABET 3e 3f 3g 3h Criterion III f (basic)and II d (advanced)

Six performance indicators from standards four and five of the ACRL doc-ument are for the most part merged verbatim into standard four of the TaskForce document They appear in reverse with those relating to ethics first andthose relating to information use second The synopsis ldquousing the informa-tionrdquo applies to the new standard four Changes in the outcomes for standardfour have to do with ethical issues related to research data the work of mem-bers of research teams and the selection of appropriate documentation style foreach research project

A new outcome in performance indicator three (acknowledges the use ofinformation sources in communicating the product or performance) relates tofunding and was supplied through a listserv response

bull Acknowledges all contributors funding sources grants etc

The focus of performance indicator four of standard four in the Task Forcedocument is completely changed as indicated by underlining in the perfor-mance indicator and the two entirely new outcomes that are attached to it

122 SCIENCE amp TECHNOLOGY LIBRARIES

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4 Applies creativity in use of the information for a particular product orperformance

Outcomes includeThe student

bull Selects analyzes organizes summarizes andor synthesizes in-formation from a variety of resources EL p 176 195

bull Uses advanced information technologies such as data mining andvisualization to move beyond retrieval and identify trends and pat-terns within large sets of complex data EL p 196

Both of these outcomes reflect wording in one of the engineering researchsources

The fifth standard in the Task Force document incorporates the importantconcept of lifelong learning that appears in science and engineering standardsdocuments as well as regional documents and is a vital factor in the successfulpursuit of a career in science and engineering Accordingly standard five is re-produced below in its entirety

Standard Five The information literate student recognizes the need tokeep current regarding new developments in his or her field and understandsthat information literacy is an ongoing process and an important component oflifelong learning NCA-HLC Criterion Four 4a and 4b SACS 512 NEASC419 ABET TC2K Criterion 2h ABET 3i 3j

Performance Indicators

The information literate student

1 Understands that information searching requires time diligence andpractice and that skills are learned over time CHEM Section 14 p 11NCA-HLC 4b ABET 3i

Outcomes includeThe student

bull Searches relevant resources diligently and with increasing accu-racy over time

2 Increases self-confidence with practice and experience in informationseeking

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Outcomes includeThe student

bull Composes search statements using Boolean operators and limitingfactors

bull Retrieves accurate information any time and from any source

3 Appreciates that information literacy requires an ongoing assimilationof learning and information technologies SACS 53 EHAC p 6 CPEp 108

Outcomes includeThe student

bull Recognizes that as a professional in a field it will be necessary tokeep up with new developments that are published in the literatureof the field WASC p 23 EHAC p 6 Caracuzzo p168-170

bull Recognizes that learning about information gathering is an ongo-ing process as the source format software requirements and de-livery of needed information changes and evolves with timeNWCCU 2E2 Joseph (geology) p 50

bull Establishes current awareness services follows citation and citedreferences for pertinent articles online table of contents scanningexamines review journals and other forms of rapid communicationliterature and manages files of citations of articles read or accessed(such as through use of bibliographic management software)Flaxbart (Chemistry) p 8 p 13 and p 15 ELD document 9Caracuzzo p 165-173

bull Transfers information access skills to new subject areas ABET 3ibull Uses bibliometric analysis tools to update knowledge of changing

technology and product life cycles (such as by analyzing a com-panyrsquos published papers andor patent portfolio) EL p183

bull Keeps up with scholarly publishing changes in the field EL p 3-18bull Understands the importance of archiving information so that it will

survive company mergers outdated access technologies person-nel departures etc Joseph (geology) p 61 CPE p 84

This work is the product of more than two years of reviewing sources com-munication conference meetings and collaboration among the members ofthe Task Force Currently those members are

124 SCIENCE amp TECHNOLOGY LIBRARIES

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bull Virginia Baldwin University of Nebraska-Lincoln Engineering Phys-ics and Astronomy Librarian Task Force Chair

bull C J (Catherine Woodworth) Wong Quinnipiac University Science Li-brarian

bull Sheila Young Arizona State University Science Reference LibrarianEngineering on ARL Learning Outcomes Workgroup

bull Ibironke Lawal Virginia Commonwealth University Engineering andScience Librarian Biotechnology Chemistry Mathematics

bull Daureen Nesdill University of Utah Science Librarianbull Barbara McAlpine Trinity University Science Librarian

Former members also made contributions to the development of the finalproduct

bull Sherry Durren Georgia Perimeter College Information Literacy Librarianbull Jennifer Laherty California State University at Hayward Biological

Sciences Chemistry Communicative Sciences and Disorders GeologyHealth Sciences and Nursing

bull Elizabeth I Hanson Indiana University Life Sciences

Important contributions were also made by members of the community ofscience and engineering librarians through responses to solicitation of reviewsand comments on several listservs These contributions added value and com-pleteness to the work of the Task Force members The document reflects thebroad knowledge and background of science and engineering librariansWhile now in its final form it is intended to be a living document allowing fu-ture revisions to occur as new developments in science and technologyinformation literacy dictate

Instruction in Sci-Tech Libraries 125

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Page 3: Science and Technology Information Literacy

INSTRUCTION IN SCI-TECH LIBRARIES

Science and TechnologyInformation LiteracyReview of Standards

Developed by an Association Task ForceVirginia Baldwin

In January of 2002 the Science amp Technology Section (STS) of the Associ-ation of College and Research Libraries (ACRL) Division of the American Li-braries Association charged the STS Task Force on Information Literacy forScience and Technology with developing standards performance indicatorsand outcomes for library instruction in science and technology based on theACRL Information Literacy Competency (ILC) Standards for Higher Educa-tion (httpwwwalaorgalaacrlacrlstandardsstandardspdf)

The resulting product was approved by the STS Council at the AmericanLibrary Association Annual Conference in Orlando FL in June of 2004 TheSTS Task Force identified five standards with the fifth standard being entirelynew and different from the ACRL ILC Standards for Higher Education TheSTS standards can be accessed from the STS Web site httpwwwalaorgalaacrlaboutacrlacrlsectionssciencetechstshtm (Portions of the standardsare reproduced below by permission of the Association of College amp Re-search Libraries a division of the American Library Association 2005 bythe American Library Association)

Virginia Baldwin MS MLS is Professor and Head Engineering Library Patentand Trademark Depository Librarian University of Nebraska Lincoln NE (E-mailvbaldwin2unledu)

Science amp Technology Libraries Vol 25(3) 2005httpwwwhaworthpresscomwebSTL

2005 by The Haworth Press Inc All rights reservedDigital Object Identifier101300J122v25n03_08 117

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This first Science amp Technology Libraries information literacy column re-flects on some of the key changes adopted by the task force members most ofwhich are important specifically to science and technology fields

The following is a synopsis of the standards

bull Standard One Identifying the need for informationbull Standard Two Procuring the informationbull Standard Three Evaluating the information revising search strategy

obtaining more informationbull Standard Four Using the Informationbull Standard Five Lifelong learning

In developing the standards the Task Force reviewed six regional accredi-tation sources standards and criteria for three disciplines four monographsengineering library information competencies and a relevant university Website (abbreviations were used as annotations to show applicability to specificstandards performance indicators and outcomes with page or section num-bers usually annotated as well)

bull MSA Middle States Association of Colleges and Schools (httpwwwmsacheorg)

bull NCA-HLC North Central Association of Schools and CollegesndashHigherLearning Commission

bull NWCCU Northwest Association of Schools Colleges and Universities(httpwwwnwccuorg)

bull SACS Southern Association of Colleges and Schools (httpwwwsacscocorg)

bull WASC-ACSCU Western Association of Schools and Colleges (httpwwwwascweborg)

bull NEASC New England Association of Schools and CollegesndashCommis-sion on Institutions of Higher Education (httpwwwneascorg)

bull EHAC National Environmental Health Science and Protection Accredi-tation Council (wwwehacofficeorg)

bull CHEM American Chemical Society (ACS) Committee on ProfessionalTraining 2003 Undergraduate Professional Education in ChemistryGuidelines and Evaluation Procedures Columbus Ohio AmericanChemical Society Available at httpwwwchemistryorgportalacs1acsdisplayhtmlDOC=educationcptguidelineshtml

bull ABET httpwwwabetorgcriteriahtmlbull EL Engineering Libraries Building Collections and Delivering Services

Conklin and Musser eds The Haworth Press Inc NY 2001

118 SCIENCE amp TECHNOLOGY LIBRARIES

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bull ELD ASEE Engineering Libraries Division ldquoInformation Competen-cies for Engineeringrdquo

bull By authors cited Information and the Professional Scientist and En-gineer Baldwin and Hallmark eds The Haworth Press Inc NY2001 (Flaxbart Joseph Wild and Havener Pinelli Caracuzzo Wagner)

bull Online Ecological and Environmental Data Baldwin Virginia A edThe Haworth Press Inc NY 2004

bull CPE Tenopir Carol and Donald W King Communication Patterns ofEngineers Piscataway NJ IEEE Press (Wiley-Interscience) 2004

bull Cal Poly University ldquoIntroductory Competencies in Specific Disciplinesrdquohttpwwwlibcalpolyeduinfocompspecifichtml

Other than the entirely new standard five on lifelong learning standard one(determines the nature and extent of the information needed and constructs acourse of action for obtaining the information) was the standard most heavilyaffected by the Task Force research No new performance indicators were de-veloped for standard one However several new outcomes to performance in-dicator two (identifies a variety of types and formats of potential sources forinformation) and three (considers the costs and benefits of acquiring theneeded information) came from a variety of disciplines Five new outcomescame from reviewed sources in the field of engineering

bull Has a working knowledge of the literature of the field WASC p 21 ELp 183

bull Is aware of the professional associations of the field and their literatureEL p 184

bull Understands sources that are specific to the field eg manuals hand-books patents standards materialequipment specifications currentrules and regulations reference material routinely used in industry man-uals of industrial processes and practices and product literature ELp 57-73 and p 167 ABET 3j and 3k Caracuzzo p 169

bull Recognizes that there may be a trade off between the value of the infor-mation and the time and cost to obtain it EL p 185

bull Recognizes the importance of a variety of information research areas (re-garding eg experts in a field consultants revenue opportunities licens-ing opportunities patent and intellectual property etc) for competitiveadvantage purposes and to avoid being misinformed EL p 182 187

One is especially pertinent to the fields of chemistry and the environment

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bull Recognizes that potentially useful information or data in a variety offormats may be proprietary have limited access or may be freelyavailable online and may require specific data management expertiseand an understanding of the structure of agencies involved in producingthe information EHAC VIIB2 EL p 194-195 Wagner (Chemistry)p 27-45 Online Ecological and Environmental Data Wild and Havenerp 63-86 Pinelli p 134 CPE p 60

and one has obvious relevance to geology

bull Recognizes the value of archival information recognizes how its useand importance may vary with each discipline and recognizes the im-portance of preservation of information Joseph p 55 and p 59-60(geology)

The first ACRL outcome in performance indicator two was modified as indi-cated with underlining and reflected information found in reviewed sources inchemistry and engineering and one regional source

bull Knows how scientific technical and related information is formally andinformally produced organized and disseminated Understands theflow of scientific information and the scientific information life cycleEL p 168-169 NEASC p 6 418 NEASC p 6 422 Flaxbart (Chemis-try) p 21 CPE p 12-19

Standard two itself (the information literate student procures needed infor-mation effectively and efficiently) was tied to numerous sources mostly fromthe regional accreditation standards (ABET 3i 3k SACS 53 MSCHE 12NWCCU 26j NEASC 422 423 NCA-HLC 4C NWCCU 2D WASCp 27) For this standard five performance indicators were retained with littleor no change and a sixth was added (as indicated with underlining) with threeoutcomes

6 Consults experts for assistance andor guidance when needed

Outcomes includeThe student

bull Consults with instructoradvisor for appropriateness of topic or re-search question

120 SCIENCE amp TECHNOLOGY LIBRARIES

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bull Consults librarian or library staff if unable to identify or locate ap-propriate materials EL p 187

bull Identifies subject experts to consult as necessary

Three entirely new outcomes under performance indicator two (constructsand implements effectively designed search strategies) were added by re-sponders to a listserv inquiry for review of the Task Forcersquos product

bull Uses other methods of search term input such as structure searching andimage searching specific to the discipline or information retrieval system

bull Follows citations and cited references to obtain additional pertinent articlesbull Recognizes similar features among different interfaces (such as print

e-mail and save options search fields controlled vocabulary)

Standard three (the information literate student critically evaluates the pro-cured information and its sources and as a result decides whether or not tomodify the initial query andor seek additional sources) has to do with evaluat-ing the information revising the search strategy and obtaining more informa-tion Wording in several research sources were applicable to standard three(ABET 3b 3 3e 3k WASC p 20 and p 27 EHAC p 6 MSA Standard 12p 38 NWCCU 2D) Seven of the performance indicators for standard threeare representative of the ACRL ILC standards either verbatim or with minorchanges An eighth standard is entirely new and comes from The Cal PolyUniversity Web site

8 Evaluates the product and the process ABET 3i CAL POLY

Outcomes includeThe student

bull Reviews the product and the process and determines possible im-provements CAL POLY

bull Applies the improvements to subsequent projects CPE p 84

A listserv inquiry response provided an entirely new outcome for perfor-mance indicator one (summarizes the main ideas to be extracted from the in-formation gathered)

bull Understands how to read a scientific paper efficiently and can use sec-tions such as the abstract or conclusion to decide whether to include thesource

Instruction in Sci-Tech Libraries 121

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Another listserv response provided a new outcome for the slightly re-worded performance indicator two (selects information by articulating and ap-plying criteria for evaluating both the information and its sources)

bull Understands and uses statistical treatment of data as evaluative criteria

Also under standard two is a new outcome from an engineering review source

bull Recognizes where the information source appears in the flow of scien-tific information EL p 169

Performance indicator six in standard three addresses outcomes related tocommunication and a new outcome reflects the importance of group or team-work in science and engineering fields

bull Works effectively in small groups or teams CHEM 14 EHAC VIII8B2 EL p 187 ABET 3d

Standard Four is a combination of ACRL standards four and fiveThe information literate student understands and respects the economic

ethical legal and social issues surrounding the use of information and its tech-nologies and either as an individual or as a member of a group uses informa-tion effectively to accomplish a specific purpose WASC p 27 NCA-HLCp 15 CHEM Section 14 p 14 ABET 3e 3f 3g 3h Criterion III f (basic)and II d (advanced)

Six performance indicators from standards four and five of the ACRL doc-ument are for the most part merged verbatim into standard four of the TaskForce document They appear in reverse with those relating to ethics first andthose relating to information use second The synopsis ldquousing the informa-tionrdquo applies to the new standard four Changes in the outcomes for standardfour have to do with ethical issues related to research data the work of mem-bers of research teams and the selection of appropriate documentation style foreach research project

A new outcome in performance indicator three (acknowledges the use ofinformation sources in communicating the product or performance) relates tofunding and was supplied through a listserv response

bull Acknowledges all contributors funding sources grants etc

The focus of performance indicator four of standard four in the Task Forcedocument is completely changed as indicated by underlining in the perfor-mance indicator and the two entirely new outcomes that are attached to it

122 SCIENCE amp TECHNOLOGY LIBRARIES

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4 Applies creativity in use of the information for a particular product orperformance

Outcomes includeThe student

bull Selects analyzes organizes summarizes andor synthesizes in-formation from a variety of resources EL p 176 195

bull Uses advanced information technologies such as data mining andvisualization to move beyond retrieval and identify trends and pat-terns within large sets of complex data EL p 196

Both of these outcomes reflect wording in one of the engineering researchsources

The fifth standard in the Task Force document incorporates the importantconcept of lifelong learning that appears in science and engineering standardsdocuments as well as regional documents and is a vital factor in the successfulpursuit of a career in science and engineering Accordingly standard five is re-produced below in its entirety

Standard Five The information literate student recognizes the need tokeep current regarding new developments in his or her field and understandsthat information literacy is an ongoing process and an important component oflifelong learning NCA-HLC Criterion Four 4a and 4b SACS 512 NEASC419 ABET TC2K Criterion 2h ABET 3i 3j

Performance Indicators

The information literate student

1 Understands that information searching requires time diligence andpractice and that skills are learned over time CHEM Section 14 p 11NCA-HLC 4b ABET 3i

Outcomes includeThe student

bull Searches relevant resources diligently and with increasing accu-racy over time

2 Increases self-confidence with practice and experience in informationseeking

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Outcomes includeThe student

bull Composes search statements using Boolean operators and limitingfactors

bull Retrieves accurate information any time and from any source

3 Appreciates that information literacy requires an ongoing assimilationof learning and information technologies SACS 53 EHAC p 6 CPEp 108

Outcomes includeThe student

bull Recognizes that as a professional in a field it will be necessary tokeep up with new developments that are published in the literatureof the field WASC p 23 EHAC p 6 Caracuzzo p168-170

bull Recognizes that learning about information gathering is an ongo-ing process as the source format software requirements and de-livery of needed information changes and evolves with timeNWCCU 2E2 Joseph (geology) p 50

bull Establishes current awareness services follows citation and citedreferences for pertinent articles online table of contents scanningexamines review journals and other forms of rapid communicationliterature and manages files of citations of articles read or accessed(such as through use of bibliographic management software)Flaxbart (Chemistry) p 8 p 13 and p 15 ELD document 9Caracuzzo p 165-173

bull Transfers information access skills to new subject areas ABET 3ibull Uses bibliometric analysis tools to update knowledge of changing

technology and product life cycles (such as by analyzing a com-panyrsquos published papers andor patent portfolio) EL p183

bull Keeps up with scholarly publishing changes in the field EL p 3-18bull Understands the importance of archiving information so that it will

survive company mergers outdated access technologies person-nel departures etc Joseph (geology) p 61 CPE p 84

This work is the product of more than two years of reviewing sources com-munication conference meetings and collaboration among the members ofthe Task Force Currently those members are

124 SCIENCE amp TECHNOLOGY LIBRARIES

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bull Virginia Baldwin University of Nebraska-Lincoln Engineering Phys-ics and Astronomy Librarian Task Force Chair

bull C J (Catherine Woodworth) Wong Quinnipiac University Science Li-brarian

bull Sheila Young Arizona State University Science Reference LibrarianEngineering on ARL Learning Outcomes Workgroup

bull Ibironke Lawal Virginia Commonwealth University Engineering andScience Librarian Biotechnology Chemistry Mathematics

bull Daureen Nesdill University of Utah Science Librarianbull Barbara McAlpine Trinity University Science Librarian

Former members also made contributions to the development of the finalproduct

bull Sherry Durren Georgia Perimeter College Information Literacy Librarianbull Jennifer Laherty California State University at Hayward Biological

Sciences Chemistry Communicative Sciences and Disorders GeologyHealth Sciences and Nursing

bull Elizabeth I Hanson Indiana University Life Sciences

Important contributions were also made by members of the community ofscience and engineering librarians through responses to solicitation of reviewsand comments on several listservs These contributions added value and com-pleteness to the work of the Task Force members The document reflects thebroad knowledge and background of science and engineering librariansWhile now in its final form it is intended to be a living document allowing fu-ture revisions to occur as new developments in science and technologyinformation literacy dictate

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014

Page 4: Science and Technology Information Literacy

This first Science amp Technology Libraries information literacy column re-flects on some of the key changes adopted by the task force members most ofwhich are important specifically to science and technology fields

The following is a synopsis of the standards

bull Standard One Identifying the need for informationbull Standard Two Procuring the informationbull Standard Three Evaluating the information revising search strategy

obtaining more informationbull Standard Four Using the Informationbull Standard Five Lifelong learning

In developing the standards the Task Force reviewed six regional accredi-tation sources standards and criteria for three disciplines four monographsengineering library information competencies and a relevant university Website (abbreviations were used as annotations to show applicability to specificstandards performance indicators and outcomes with page or section num-bers usually annotated as well)

bull MSA Middle States Association of Colleges and Schools (httpwwwmsacheorg)

bull NCA-HLC North Central Association of Schools and CollegesndashHigherLearning Commission

bull NWCCU Northwest Association of Schools Colleges and Universities(httpwwwnwccuorg)

bull SACS Southern Association of Colleges and Schools (httpwwwsacscocorg)

bull WASC-ACSCU Western Association of Schools and Colleges (httpwwwwascweborg)

bull NEASC New England Association of Schools and CollegesndashCommis-sion on Institutions of Higher Education (httpwwwneascorg)

bull EHAC National Environmental Health Science and Protection Accredi-tation Council (wwwehacofficeorg)

bull CHEM American Chemical Society (ACS) Committee on ProfessionalTraining 2003 Undergraduate Professional Education in ChemistryGuidelines and Evaluation Procedures Columbus Ohio AmericanChemical Society Available at httpwwwchemistryorgportalacs1acsdisplayhtmlDOC=educationcptguidelineshtml

bull ABET httpwwwabetorgcriteriahtmlbull EL Engineering Libraries Building Collections and Delivering Services

Conklin and Musser eds The Haworth Press Inc NY 2001

118 SCIENCE amp TECHNOLOGY LIBRARIES

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bull ELD ASEE Engineering Libraries Division ldquoInformation Competen-cies for Engineeringrdquo

bull By authors cited Information and the Professional Scientist and En-gineer Baldwin and Hallmark eds The Haworth Press Inc NY2001 (Flaxbart Joseph Wild and Havener Pinelli Caracuzzo Wagner)

bull Online Ecological and Environmental Data Baldwin Virginia A edThe Haworth Press Inc NY 2004

bull CPE Tenopir Carol and Donald W King Communication Patterns ofEngineers Piscataway NJ IEEE Press (Wiley-Interscience) 2004

bull Cal Poly University ldquoIntroductory Competencies in Specific Disciplinesrdquohttpwwwlibcalpolyeduinfocompspecifichtml

Other than the entirely new standard five on lifelong learning standard one(determines the nature and extent of the information needed and constructs acourse of action for obtaining the information) was the standard most heavilyaffected by the Task Force research No new performance indicators were de-veloped for standard one However several new outcomes to performance in-dicator two (identifies a variety of types and formats of potential sources forinformation) and three (considers the costs and benefits of acquiring theneeded information) came from a variety of disciplines Five new outcomescame from reviewed sources in the field of engineering

bull Has a working knowledge of the literature of the field WASC p 21 ELp 183

bull Is aware of the professional associations of the field and their literatureEL p 184

bull Understands sources that are specific to the field eg manuals hand-books patents standards materialequipment specifications currentrules and regulations reference material routinely used in industry man-uals of industrial processes and practices and product literature ELp 57-73 and p 167 ABET 3j and 3k Caracuzzo p 169

bull Recognizes that there may be a trade off between the value of the infor-mation and the time and cost to obtain it EL p 185

bull Recognizes the importance of a variety of information research areas (re-garding eg experts in a field consultants revenue opportunities licens-ing opportunities patent and intellectual property etc) for competitiveadvantage purposes and to avoid being misinformed EL p 182 187

One is especially pertinent to the fields of chemistry and the environment

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bull Recognizes that potentially useful information or data in a variety offormats may be proprietary have limited access or may be freelyavailable online and may require specific data management expertiseand an understanding of the structure of agencies involved in producingthe information EHAC VIIB2 EL p 194-195 Wagner (Chemistry)p 27-45 Online Ecological and Environmental Data Wild and Havenerp 63-86 Pinelli p 134 CPE p 60

and one has obvious relevance to geology

bull Recognizes the value of archival information recognizes how its useand importance may vary with each discipline and recognizes the im-portance of preservation of information Joseph p 55 and p 59-60(geology)

The first ACRL outcome in performance indicator two was modified as indi-cated with underlining and reflected information found in reviewed sources inchemistry and engineering and one regional source

bull Knows how scientific technical and related information is formally andinformally produced organized and disseminated Understands theflow of scientific information and the scientific information life cycleEL p 168-169 NEASC p 6 418 NEASC p 6 422 Flaxbart (Chemis-try) p 21 CPE p 12-19

Standard two itself (the information literate student procures needed infor-mation effectively and efficiently) was tied to numerous sources mostly fromthe regional accreditation standards (ABET 3i 3k SACS 53 MSCHE 12NWCCU 26j NEASC 422 423 NCA-HLC 4C NWCCU 2D WASCp 27) For this standard five performance indicators were retained with littleor no change and a sixth was added (as indicated with underlining) with threeoutcomes

6 Consults experts for assistance andor guidance when needed

Outcomes includeThe student

bull Consults with instructoradvisor for appropriateness of topic or re-search question

120 SCIENCE amp TECHNOLOGY LIBRARIES

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bull Consults librarian or library staff if unable to identify or locate ap-propriate materials EL p 187

bull Identifies subject experts to consult as necessary

Three entirely new outcomes under performance indicator two (constructsand implements effectively designed search strategies) were added by re-sponders to a listserv inquiry for review of the Task Forcersquos product

bull Uses other methods of search term input such as structure searching andimage searching specific to the discipline or information retrieval system

bull Follows citations and cited references to obtain additional pertinent articlesbull Recognizes similar features among different interfaces (such as print

e-mail and save options search fields controlled vocabulary)

Standard three (the information literate student critically evaluates the pro-cured information and its sources and as a result decides whether or not tomodify the initial query andor seek additional sources) has to do with evaluat-ing the information revising the search strategy and obtaining more informa-tion Wording in several research sources were applicable to standard three(ABET 3b 3 3e 3k WASC p 20 and p 27 EHAC p 6 MSA Standard 12p 38 NWCCU 2D) Seven of the performance indicators for standard threeare representative of the ACRL ILC standards either verbatim or with minorchanges An eighth standard is entirely new and comes from The Cal PolyUniversity Web site

8 Evaluates the product and the process ABET 3i CAL POLY

Outcomes includeThe student

bull Reviews the product and the process and determines possible im-provements CAL POLY

bull Applies the improvements to subsequent projects CPE p 84

A listserv inquiry response provided an entirely new outcome for perfor-mance indicator one (summarizes the main ideas to be extracted from the in-formation gathered)

bull Understands how to read a scientific paper efficiently and can use sec-tions such as the abstract or conclusion to decide whether to include thesource

Instruction in Sci-Tech Libraries 121

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014

Another listserv response provided a new outcome for the slightly re-worded performance indicator two (selects information by articulating and ap-plying criteria for evaluating both the information and its sources)

bull Understands and uses statistical treatment of data as evaluative criteria

Also under standard two is a new outcome from an engineering review source

bull Recognizes where the information source appears in the flow of scien-tific information EL p 169

Performance indicator six in standard three addresses outcomes related tocommunication and a new outcome reflects the importance of group or team-work in science and engineering fields

bull Works effectively in small groups or teams CHEM 14 EHAC VIII8B2 EL p 187 ABET 3d

Standard Four is a combination of ACRL standards four and fiveThe information literate student understands and respects the economic

ethical legal and social issues surrounding the use of information and its tech-nologies and either as an individual or as a member of a group uses informa-tion effectively to accomplish a specific purpose WASC p 27 NCA-HLCp 15 CHEM Section 14 p 14 ABET 3e 3f 3g 3h Criterion III f (basic)and II d (advanced)

Six performance indicators from standards four and five of the ACRL doc-ument are for the most part merged verbatim into standard four of the TaskForce document They appear in reverse with those relating to ethics first andthose relating to information use second The synopsis ldquousing the informa-tionrdquo applies to the new standard four Changes in the outcomes for standardfour have to do with ethical issues related to research data the work of mem-bers of research teams and the selection of appropriate documentation style foreach research project

A new outcome in performance indicator three (acknowledges the use ofinformation sources in communicating the product or performance) relates tofunding and was supplied through a listserv response

bull Acknowledges all contributors funding sources grants etc

The focus of performance indicator four of standard four in the Task Forcedocument is completely changed as indicated by underlining in the perfor-mance indicator and the two entirely new outcomes that are attached to it

122 SCIENCE amp TECHNOLOGY LIBRARIES

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4 Applies creativity in use of the information for a particular product orperformance

Outcomes includeThe student

bull Selects analyzes organizes summarizes andor synthesizes in-formation from a variety of resources EL p 176 195

bull Uses advanced information technologies such as data mining andvisualization to move beyond retrieval and identify trends and pat-terns within large sets of complex data EL p 196

Both of these outcomes reflect wording in one of the engineering researchsources

The fifth standard in the Task Force document incorporates the importantconcept of lifelong learning that appears in science and engineering standardsdocuments as well as regional documents and is a vital factor in the successfulpursuit of a career in science and engineering Accordingly standard five is re-produced below in its entirety

Standard Five The information literate student recognizes the need tokeep current regarding new developments in his or her field and understandsthat information literacy is an ongoing process and an important component oflifelong learning NCA-HLC Criterion Four 4a and 4b SACS 512 NEASC419 ABET TC2K Criterion 2h ABET 3i 3j

Performance Indicators

The information literate student

1 Understands that information searching requires time diligence andpractice and that skills are learned over time CHEM Section 14 p 11NCA-HLC 4b ABET 3i

Outcomes includeThe student

bull Searches relevant resources diligently and with increasing accu-racy over time

2 Increases self-confidence with practice and experience in informationseeking

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Outcomes includeThe student

bull Composes search statements using Boolean operators and limitingfactors

bull Retrieves accurate information any time and from any source

3 Appreciates that information literacy requires an ongoing assimilationof learning and information technologies SACS 53 EHAC p 6 CPEp 108

Outcomes includeThe student

bull Recognizes that as a professional in a field it will be necessary tokeep up with new developments that are published in the literatureof the field WASC p 23 EHAC p 6 Caracuzzo p168-170

bull Recognizes that learning about information gathering is an ongo-ing process as the source format software requirements and de-livery of needed information changes and evolves with timeNWCCU 2E2 Joseph (geology) p 50

bull Establishes current awareness services follows citation and citedreferences for pertinent articles online table of contents scanningexamines review journals and other forms of rapid communicationliterature and manages files of citations of articles read or accessed(such as through use of bibliographic management software)Flaxbart (Chemistry) p 8 p 13 and p 15 ELD document 9Caracuzzo p 165-173

bull Transfers information access skills to new subject areas ABET 3ibull Uses bibliometric analysis tools to update knowledge of changing

technology and product life cycles (such as by analyzing a com-panyrsquos published papers andor patent portfolio) EL p183

bull Keeps up with scholarly publishing changes in the field EL p 3-18bull Understands the importance of archiving information so that it will

survive company mergers outdated access technologies person-nel departures etc Joseph (geology) p 61 CPE p 84

This work is the product of more than two years of reviewing sources com-munication conference meetings and collaboration among the members ofthe Task Force Currently those members are

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bull Virginia Baldwin University of Nebraska-Lincoln Engineering Phys-ics and Astronomy Librarian Task Force Chair

bull C J (Catherine Woodworth) Wong Quinnipiac University Science Li-brarian

bull Sheila Young Arizona State University Science Reference LibrarianEngineering on ARL Learning Outcomes Workgroup

bull Ibironke Lawal Virginia Commonwealth University Engineering andScience Librarian Biotechnology Chemistry Mathematics

bull Daureen Nesdill University of Utah Science Librarianbull Barbara McAlpine Trinity University Science Librarian

Former members also made contributions to the development of the finalproduct

bull Sherry Durren Georgia Perimeter College Information Literacy Librarianbull Jennifer Laherty California State University at Hayward Biological

Sciences Chemistry Communicative Sciences and Disorders GeologyHealth Sciences and Nursing

bull Elizabeth I Hanson Indiana University Life Sciences

Important contributions were also made by members of the community ofscience and engineering librarians through responses to solicitation of reviewsand comments on several listservs These contributions added value and com-pleteness to the work of the Task Force members The document reflects thebroad knowledge and background of science and engineering librariansWhile now in its final form it is intended to be a living document allowing fu-ture revisions to occur as new developments in science and technologyinformation literacy dictate

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Page 5: Science and Technology Information Literacy

bull ELD ASEE Engineering Libraries Division ldquoInformation Competen-cies for Engineeringrdquo

bull By authors cited Information and the Professional Scientist and En-gineer Baldwin and Hallmark eds The Haworth Press Inc NY2001 (Flaxbart Joseph Wild and Havener Pinelli Caracuzzo Wagner)

bull Online Ecological and Environmental Data Baldwin Virginia A edThe Haworth Press Inc NY 2004

bull CPE Tenopir Carol and Donald W King Communication Patterns ofEngineers Piscataway NJ IEEE Press (Wiley-Interscience) 2004

bull Cal Poly University ldquoIntroductory Competencies in Specific Disciplinesrdquohttpwwwlibcalpolyeduinfocompspecifichtml

Other than the entirely new standard five on lifelong learning standard one(determines the nature and extent of the information needed and constructs acourse of action for obtaining the information) was the standard most heavilyaffected by the Task Force research No new performance indicators were de-veloped for standard one However several new outcomes to performance in-dicator two (identifies a variety of types and formats of potential sources forinformation) and three (considers the costs and benefits of acquiring theneeded information) came from a variety of disciplines Five new outcomescame from reviewed sources in the field of engineering

bull Has a working knowledge of the literature of the field WASC p 21 ELp 183

bull Is aware of the professional associations of the field and their literatureEL p 184

bull Understands sources that are specific to the field eg manuals hand-books patents standards materialequipment specifications currentrules and regulations reference material routinely used in industry man-uals of industrial processes and practices and product literature ELp 57-73 and p 167 ABET 3j and 3k Caracuzzo p 169

bull Recognizes that there may be a trade off between the value of the infor-mation and the time and cost to obtain it EL p 185

bull Recognizes the importance of a variety of information research areas (re-garding eg experts in a field consultants revenue opportunities licens-ing opportunities patent and intellectual property etc) for competitiveadvantage purposes and to avoid being misinformed EL p 182 187

One is especially pertinent to the fields of chemistry and the environment

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bull Recognizes that potentially useful information or data in a variety offormats may be proprietary have limited access or may be freelyavailable online and may require specific data management expertiseand an understanding of the structure of agencies involved in producingthe information EHAC VIIB2 EL p 194-195 Wagner (Chemistry)p 27-45 Online Ecological and Environmental Data Wild and Havenerp 63-86 Pinelli p 134 CPE p 60

and one has obvious relevance to geology

bull Recognizes the value of archival information recognizes how its useand importance may vary with each discipline and recognizes the im-portance of preservation of information Joseph p 55 and p 59-60(geology)

The first ACRL outcome in performance indicator two was modified as indi-cated with underlining and reflected information found in reviewed sources inchemistry and engineering and one regional source

bull Knows how scientific technical and related information is formally andinformally produced organized and disseminated Understands theflow of scientific information and the scientific information life cycleEL p 168-169 NEASC p 6 418 NEASC p 6 422 Flaxbart (Chemis-try) p 21 CPE p 12-19

Standard two itself (the information literate student procures needed infor-mation effectively and efficiently) was tied to numerous sources mostly fromthe regional accreditation standards (ABET 3i 3k SACS 53 MSCHE 12NWCCU 26j NEASC 422 423 NCA-HLC 4C NWCCU 2D WASCp 27) For this standard five performance indicators were retained with littleor no change and a sixth was added (as indicated with underlining) with threeoutcomes

6 Consults experts for assistance andor guidance when needed

Outcomes includeThe student

bull Consults with instructoradvisor for appropriateness of topic or re-search question

120 SCIENCE amp TECHNOLOGY LIBRARIES

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bull Consults librarian or library staff if unable to identify or locate ap-propriate materials EL p 187

bull Identifies subject experts to consult as necessary

Three entirely new outcomes under performance indicator two (constructsand implements effectively designed search strategies) were added by re-sponders to a listserv inquiry for review of the Task Forcersquos product

bull Uses other methods of search term input such as structure searching andimage searching specific to the discipline or information retrieval system

bull Follows citations and cited references to obtain additional pertinent articlesbull Recognizes similar features among different interfaces (such as print

e-mail and save options search fields controlled vocabulary)

Standard three (the information literate student critically evaluates the pro-cured information and its sources and as a result decides whether or not tomodify the initial query andor seek additional sources) has to do with evaluat-ing the information revising the search strategy and obtaining more informa-tion Wording in several research sources were applicable to standard three(ABET 3b 3 3e 3k WASC p 20 and p 27 EHAC p 6 MSA Standard 12p 38 NWCCU 2D) Seven of the performance indicators for standard threeare representative of the ACRL ILC standards either verbatim or with minorchanges An eighth standard is entirely new and comes from The Cal PolyUniversity Web site

8 Evaluates the product and the process ABET 3i CAL POLY

Outcomes includeThe student

bull Reviews the product and the process and determines possible im-provements CAL POLY

bull Applies the improvements to subsequent projects CPE p 84

A listserv inquiry response provided an entirely new outcome for perfor-mance indicator one (summarizes the main ideas to be extracted from the in-formation gathered)

bull Understands how to read a scientific paper efficiently and can use sec-tions such as the abstract or conclusion to decide whether to include thesource

Instruction in Sci-Tech Libraries 121

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Another listserv response provided a new outcome for the slightly re-worded performance indicator two (selects information by articulating and ap-plying criteria for evaluating both the information and its sources)

bull Understands and uses statistical treatment of data as evaluative criteria

Also under standard two is a new outcome from an engineering review source

bull Recognizes where the information source appears in the flow of scien-tific information EL p 169

Performance indicator six in standard three addresses outcomes related tocommunication and a new outcome reflects the importance of group or team-work in science and engineering fields

bull Works effectively in small groups or teams CHEM 14 EHAC VIII8B2 EL p 187 ABET 3d

Standard Four is a combination of ACRL standards four and fiveThe information literate student understands and respects the economic

ethical legal and social issues surrounding the use of information and its tech-nologies and either as an individual or as a member of a group uses informa-tion effectively to accomplish a specific purpose WASC p 27 NCA-HLCp 15 CHEM Section 14 p 14 ABET 3e 3f 3g 3h Criterion III f (basic)and II d (advanced)

Six performance indicators from standards four and five of the ACRL doc-ument are for the most part merged verbatim into standard four of the TaskForce document They appear in reverse with those relating to ethics first andthose relating to information use second The synopsis ldquousing the informa-tionrdquo applies to the new standard four Changes in the outcomes for standardfour have to do with ethical issues related to research data the work of mem-bers of research teams and the selection of appropriate documentation style foreach research project

A new outcome in performance indicator three (acknowledges the use ofinformation sources in communicating the product or performance) relates tofunding and was supplied through a listserv response

bull Acknowledges all contributors funding sources grants etc

The focus of performance indicator four of standard four in the Task Forcedocument is completely changed as indicated by underlining in the perfor-mance indicator and the two entirely new outcomes that are attached to it

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4 Applies creativity in use of the information for a particular product orperformance

Outcomes includeThe student

bull Selects analyzes organizes summarizes andor synthesizes in-formation from a variety of resources EL p 176 195

bull Uses advanced information technologies such as data mining andvisualization to move beyond retrieval and identify trends and pat-terns within large sets of complex data EL p 196

Both of these outcomes reflect wording in one of the engineering researchsources

The fifth standard in the Task Force document incorporates the importantconcept of lifelong learning that appears in science and engineering standardsdocuments as well as regional documents and is a vital factor in the successfulpursuit of a career in science and engineering Accordingly standard five is re-produced below in its entirety

Standard Five The information literate student recognizes the need tokeep current regarding new developments in his or her field and understandsthat information literacy is an ongoing process and an important component oflifelong learning NCA-HLC Criterion Four 4a and 4b SACS 512 NEASC419 ABET TC2K Criterion 2h ABET 3i 3j

Performance Indicators

The information literate student

1 Understands that information searching requires time diligence andpractice and that skills are learned over time CHEM Section 14 p 11NCA-HLC 4b ABET 3i

Outcomes includeThe student

bull Searches relevant resources diligently and with increasing accu-racy over time

2 Increases self-confidence with practice and experience in informationseeking

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Outcomes includeThe student

bull Composes search statements using Boolean operators and limitingfactors

bull Retrieves accurate information any time and from any source

3 Appreciates that information literacy requires an ongoing assimilationof learning and information technologies SACS 53 EHAC p 6 CPEp 108

Outcomes includeThe student

bull Recognizes that as a professional in a field it will be necessary tokeep up with new developments that are published in the literatureof the field WASC p 23 EHAC p 6 Caracuzzo p168-170

bull Recognizes that learning about information gathering is an ongo-ing process as the source format software requirements and de-livery of needed information changes and evolves with timeNWCCU 2E2 Joseph (geology) p 50

bull Establishes current awareness services follows citation and citedreferences for pertinent articles online table of contents scanningexamines review journals and other forms of rapid communicationliterature and manages files of citations of articles read or accessed(such as through use of bibliographic management software)Flaxbart (Chemistry) p 8 p 13 and p 15 ELD document 9Caracuzzo p 165-173

bull Transfers information access skills to new subject areas ABET 3ibull Uses bibliometric analysis tools to update knowledge of changing

technology and product life cycles (such as by analyzing a com-panyrsquos published papers andor patent portfolio) EL p183

bull Keeps up with scholarly publishing changes in the field EL p 3-18bull Understands the importance of archiving information so that it will

survive company mergers outdated access technologies person-nel departures etc Joseph (geology) p 61 CPE p 84

This work is the product of more than two years of reviewing sources com-munication conference meetings and collaboration among the members ofthe Task Force Currently those members are

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bull Virginia Baldwin University of Nebraska-Lincoln Engineering Phys-ics and Astronomy Librarian Task Force Chair

bull C J (Catherine Woodworth) Wong Quinnipiac University Science Li-brarian

bull Sheila Young Arizona State University Science Reference LibrarianEngineering on ARL Learning Outcomes Workgroup

bull Ibironke Lawal Virginia Commonwealth University Engineering andScience Librarian Biotechnology Chemistry Mathematics

bull Daureen Nesdill University of Utah Science Librarianbull Barbara McAlpine Trinity University Science Librarian

Former members also made contributions to the development of the finalproduct

bull Sherry Durren Georgia Perimeter College Information Literacy Librarianbull Jennifer Laherty California State University at Hayward Biological

Sciences Chemistry Communicative Sciences and Disorders GeologyHealth Sciences and Nursing

bull Elizabeth I Hanson Indiana University Life Sciences

Important contributions were also made by members of the community ofscience and engineering librarians through responses to solicitation of reviewsand comments on several listservs These contributions added value and com-pleteness to the work of the Task Force members The document reflects thebroad knowledge and background of science and engineering librariansWhile now in its final form it is intended to be a living document allowing fu-ture revisions to occur as new developments in science and technologyinformation literacy dictate

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Page 6: Science and Technology Information Literacy

bull Recognizes that potentially useful information or data in a variety offormats may be proprietary have limited access or may be freelyavailable online and may require specific data management expertiseand an understanding of the structure of agencies involved in producingthe information EHAC VIIB2 EL p 194-195 Wagner (Chemistry)p 27-45 Online Ecological and Environmental Data Wild and Havenerp 63-86 Pinelli p 134 CPE p 60

and one has obvious relevance to geology

bull Recognizes the value of archival information recognizes how its useand importance may vary with each discipline and recognizes the im-portance of preservation of information Joseph p 55 and p 59-60(geology)

The first ACRL outcome in performance indicator two was modified as indi-cated with underlining and reflected information found in reviewed sources inchemistry and engineering and one regional source

bull Knows how scientific technical and related information is formally andinformally produced organized and disseminated Understands theflow of scientific information and the scientific information life cycleEL p 168-169 NEASC p 6 418 NEASC p 6 422 Flaxbart (Chemis-try) p 21 CPE p 12-19

Standard two itself (the information literate student procures needed infor-mation effectively and efficiently) was tied to numerous sources mostly fromthe regional accreditation standards (ABET 3i 3k SACS 53 MSCHE 12NWCCU 26j NEASC 422 423 NCA-HLC 4C NWCCU 2D WASCp 27) For this standard five performance indicators were retained with littleor no change and a sixth was added (as indicated with underlining) with threeoutcomes

6 Consults experts for assistance andor guidance when needed

Outcomes includeThe student

bull Consults with instructoradvisor for appropriateness of topic or re-search question

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bull Consults librarian or library staff if unable to identify or locate ap-propriate materials EL p 187

bull Identifies subject experts to consult as necessary

Three entirely new outcomes under performance indicator two (constructsand implements effectively designed search strategies) were added by re-sponders to a listserv inquiry for review of the Task Forcersquos product

bull Uses other methods of search term input such as structure searching andimage searching specific to the discipline or information retrieval system

bull Follows citations and cited references to obtain additional pertinent articlesbull Recognizes similar features among different interfaces (such as print

e-mail and save options search fields controlled vocabulary)

Standard three (the information literate student critically evaluates the pro-cured information and its sources and as a result decides whether or not tomodify the initial query andor seek additional sources) has to do with evaluat-ing the information revising the search strategy and obtaining more informa-tion Wording in several research sources were applicable to standard three(ABET 3b 3 3e 3k WASC p 20 and p 27 EHAC p 6 MSA Standard 12p 38 NWCCU 2D) Seven of the performance indicators for standard threeare representative of the ACRL ILC standards either verbatim or with minorchanges An eighth standard is entirely new and comes from The Cal PolyUniversity Web site

8 Evaluates the product and the process ABET 3i CAL POLY

Outcomes includeThe student

bull Reviews the product and the process and determines possible im-provements CAL POLY

bull Applies the improvements to subsequent projects CPE p 84

A listserv inquiry response provided an entirely new outcome for perfor-mance indicator one (summarizes the main ideas to be extracted from the in-formation gathered)

bull Understands how to read a scientific paper efficiently and can use sec-tions such as the abstract or conclusion to decide whether to include thesource

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Another listserv response provided a new outcome for the slightly re-worded performance indicator two (selects information by articulating and ap-plying criteria for evaluating both the information and its sources)

bull Understands and uses statistical treatment of data as evaluative criteria

Also under standard two is a new outcome from an engineering review source

bull Recognizes where the information source appears in the flow of scien-tific information EL p 169

Performance indicator six in standard three addresses outcomes related tocommunication and a new outcome reflects the importance of group or team-work in science and engineering fields

bull Works effectively in small groups or teams CHEM 14 EHAC VIII8B2 EL p 187 ABET 3d

Standard Four is a combination of ACRL standards four and fiveThe information literate student understands and respects the economic

ethical legal and social issues surrounding the use of information and its tech-nologies and either as an individual or as a member of a group uses informa-tion effectively to accomplish a specific purpose WASC p 27 NCA-HLCp 15 CHEM Section 14 p 14 ABET 3e 3f 3g 3h Criterion III f (basic)and II d (advanced)

Six performance indicators from standards four and five of the ACRL doc-ument are for the most part merged verbatim into standard four of the TaskForce document They appear in reverse with those relating to ethics first andthose relating to information use second The synopsis ldquousing the informa-tionrdquo applies to the new standard four Changes in the outcomes for standardfour have to do with ethical issues related to research data the work of mem-bers of research teams and the selection of appropriate documentation style foreach research project

A new outcome in performance indicator three (acknowledges the use ofinformation sources in communicating the product or performance) relates tofunding and was supplied through a listserv response

bull Acknowledges all contributors funding sources grants etc

The focus of performance indicator four of standard four in the Task Forcedocument is completely changed as indicated by underlining in the perfor-mance indicator and the two entirely new outcomes that are attached to it

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4 Applies creativity in use of the information for a particular product orperformance

Outcomes includeThe student

bull Selects analyzes organizes summarizes andor synthesizes in-formation from a variety of resources EL p 176 195

bull Uses advanced information technologies such as data mining andvisualization to move beyond retrieval and identify trends and pat-terns within large sets of complex data EL p 196

Both of these outcomes reflect wording in one of the engineering researchsources

The fifth standard in the Task Force document incorporates the importantconcept of lifelong learning that appears in science and engineering standardsdocuments as well as regional documents and is a vital factor in the successfulpursuit of a career in science and engineering Accordingly standard five is re-produced below in its entirety

Standard Five The information literate student recognizes the need tokeep current regarding new developments in his or her field and understandsthat information literacy is an ongoing process and an important component oflifelong learning NCA-HLC Criterion Four 4a and 4b SACS 512 NEASC419 ABET TC2K Criterion 2h ABET 3i 3j

Performance Indicators

The information literate student

1 Understands that information searching requires time diligence andpractice and that skills are learned over time CHEM Section 14 p 11NCA-HLC 4b ABET 3i

Outcomes includeThe student

bull Searches relevant resources diligently and with increasing accu-racy over time

2 Increases self-confidence with practice and experience in informationseeking

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Outcomes includeThe student

bull Composes search statements using Boolean operators and limitingfactors

bull Retrieves accurate information any time and from any source

3 Appreciates that information literacy requires an ongoing assimilationof learning and information technologies SACS 53 EHAC p 6 CPEp 108

Outcomes includeThe student

bull Recognizes that as a professional in a field it will be necessary tokeep up with new developments that are published in the literatureof the field WASC p 23 EHAC p 6 Caracuzzo p168-170

bull Recognizes that learning about information gathering is an ongo-ing process as the source format software requirements and de-livery of needed information changes and evolves with timeNWCCU 2E2 Joseph (geology) p 50

bull Establishes current awareness services follows citation and citedreferences for pertinent articles online table of contents scanningexamines review journals and other forms of rapid communicationliterature and manages files of citations of articles read or accessed(such as through use of bibliographic management software)Flaxbart (Chemistry) p 8 p 13 and p 15 ELD document 9Caracuzzo p 165-173

bull Transfers information access skills to new subject areas ABET 3ibull Uses bibliometric analysis tools to update knowledge of changing

technology and product life cycles (such as by analyzing a com-panyrsquos published papers andor patent portfolio) EL p183

bull Keeps up with scholarly publishing changes in the field EL p 3-18bull Understands the importance of archiving information so that it will

survive company mergers outdated access technologies person-nel departures etc Joseph (geology) p 61 CPE p 84

This work is the product of more than two years of reviewing sources com-munication conference meetings and collaboration among the members ofthe Task Force Currently those members are

124 SCIENCE amp TECHNOLOGY LIBRARIES

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bull Virginia Baldwin University of Nebraska-Lincoln Engineering Phys-ics and Astronomy Librarian Task Force Chair

bull C J (Catherine Woodworth) Wong Quinnipiac University Science Li-brarian

bull Sheila Young Arizona State University Science Reference LibrarianEngineering on ARL Learning Outcomes Workgroup

bull Ibironke Lawal Virginia Commonwealth University Engineering andScience Librarian Biotechnology Chemistry Mathematics

bull Daureen Nesdill University of Utah Science Librarianbull Barbara McAlpine Trinity University Science Librarian

Former members also made contributions to the development of the finalproduct

bull Sherry Durren Georgia Perimeter College Information Literacy Librarianbull Jennifer Laherty California State University at Hayward Biological

Sciences Chemistry Communicative Sciences and Disorders GeologyHealth Sciences and Nursing

bull Elizabeth I Hanson Indiana University Life Sciences

Important contributions were also made by members of the community ofscience and engineering librarians through responses to solicitation of reviewsand comments on several listservs These contributions added value and com-pleteness to the work of the Task Force members The document reflects thebroad knowledge and background of science and engineering librariansWhile now in its final form it is intended to be a living document allowing fu-ture revisions to occur as new developments in science and technologyinformation literacy dictate

Instruction in Sci-Tech Libraries 125

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Page 7: Science and Technology Information Literacy

bull Consults librarian or library staff if unable to identify or locate ap-propriate materials EL p 187

bull Identifies subject experts to consult as necessary

Three entirely new outcomes under performance indicator two (constructsand implements effectively designed search strategies) were added by re-sponders to a listserv inquiry for review of the Task Forcersquos product

bull Uses other methods of search term input such as structure searching andimage searching specific to the discipline or information retrieval system

bull Follows citations and cited references to obtain additional pertinent articlesbull Recognizes similar features among different interfaces (such as print

e-mail and save options search fields controlled vocabulary)

Standard three (the information literate student critically evaluates the pro-cured information and its sources and as a result decides whether or not tomodify the initial query andor seek additional sources) has to do with evaluat-ing the information revising the search strategy and obtaining more informa-tion Wording in several research sources were applicable to standard three(ABET 3b 3 3e 3k WASC p 20 and p 27 EHAC p 6 MSA Standard 12p 38 NWCCU 2D) Seven of the performance indicators for standard threeare representative of the ACRL ILC standards either verbatim or with minorchanges An eighth standard is entirely new and comes from The Cal PolyUniversity Web site

8 Evaluates the product and the process ABET 3i CAL POLY

Outcomes includeThe student

bull Reviews the product and the process and determines possible im-provements CAL POLY

bull Applies the improvements to subsequent projects CPE p 84

A listserv inquiry response provided an entirely new outcome for perfor-mance indicator one (summarizes the main ideas to be extracted from the in-formation gathered)

bull Understands how to read a scientific paper efficiently and can use sec-tions such as the abstract or conclusion to decide whether to include thesource

Instruction in Sci-Tech Libraries 121

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New

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58 1

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Another listserv response provided a new outcome for the slightly re-worded performance indicator two (selects information by articulating and ap-plying criteria for evaluating both the information and its sources)

bull Understands and uses statistical treatment of data as evaluative criteria

Also under standard two is a new outcome from an engineering review source

bull Recognizes where the information source appears in the flow of scien-tific information EL p 169

Performance indicator six in standard three addresses outcomes related tocommunication and a new outcome reflects the importance of group or team-work in science and engineering fields

bull Works effectively in small groups or teams CHEM 14 EHAC VIII8B2 EL p 187 ABET 3d

Standard Four is a combination of ACRL standards four and fiveThe information literate student understands and respects the economic

ethical legal and social issues surrounding the use of information and its tech-nologies and either as an individual or as a member of a group uses informa-tion effectively to accomplish a specific purpose WASC p 27 NCA-HLCp 15 CHEM Section 14 p 14 ABET 3e 3f 3g 3h Criterion III f (basic)and II d (advanced)

Six performance indicators from standards four and five of the ACRL doc-ument are for the most part merged verbatim into standard four of the TaskForce document They appear in reverse with those relating to ethics first andthose relating to information use second The synopsis ldquousing the informa-tionrdquo applies to the new standard four Changes in the outcomes for standardfour have to do with ethical issues related to research data the work of mem-bers of research teams and the selection of appropriate documentation style foreach research project

A new outcome in performance indicator three (acknowledges the use ofinformation sources in communicating the product or performance) relates tofunding and was supplied through a listserv response

bull Acknowledges all contributors funding sources grants etc

The focus of performance indicator four of standard four in the Task Forcedocument is completely changed as indicated by underlining in the perfor-mance indicator and the two entirely new outcomes that are attached to it

122 SCIENCE amp TECHNOLOGY LIBRARIES

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4 Applies creativity in use of the information for a particular product orperformance

Outcomes includeThe student

bull Selects analyzes organizes summarizes andor synthesizes in-formation from a variety of resources EL p 176 195

bull Uses advanced information technologies such as data mining andvisualization to move beyond retrieval and identify trends and pat-terns within large sets of complex data EL p 196

Both of these outcomes reflect wording in one of the engineering researchsources

The fifth standard in the Task Force document incorporates the importantconcept of lifelong learning that appears in science and engineering standardsdocuments as well as regional documents and is a vital factor in the successfulpursuit of a career in science and engineering Accordingly standard five is re-produced below in its entirety

Standard Five The information literate student recognizes the need tokeep current regarding new developments in his or her field and understandsthat information literacy is an ongoing process and an important component oflifelong learning NCA-HLC Criterion Four 4a and 4b SACS 512 NEASC419 ABET TC2K Criterion 2h ABET 3i 3j

Performance Indicators

The information literate student

1 Understands that information searching requires time diligence andpractice and that skills are learned over time CHEM Section 14 p 11NCA-HLC 4b ABET 3i

Outcomes includeThe student

bull Searches relevant resources diligently and with increasing accu-racy over time

2 Increases self-confidence with practice and experience in informationseeking

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Outcomes includeThe student

bull Composes search statements using Boolean operators and limitingfactors

bull Retrieves accurate information any time and from any source

3 Appreciates that information literacy requires an ongoing assimilationof learning and information technologies SACS 53 EHAC p 6 CPEp 108

Outcomes includeThe student

bull Recognizes that as a professional in a field it will be necessary tokeep up with new developments that are published in the literatureof the field WASC p 23 EHAC p 6 Caracuzzo p168-170

bull Recognizes that learning about information gathering is an ongo-ing process as the source format software requirements and de-livery of needed information changes and evolves with timeNWCCU 2E2 Joseph (geology) p 50

bull Establishes current awareness services follows citation and citedreferences for pertinent articles online table of contents scanningexamines review journals and other forms of rapid communicationliterature and manages files of citations of articles read or accessed(such as through use of bibliographic management software)Flaxbart (Chemistry) p 8 p 13 and p 15 ELD document 9Caracuzzo p 165-173

bull Transfers information access skills to new subject areas ABET 3ibull Uses bibliometric analysis tools to update knowledge of changing

technology and product life cycles (such as by analyzing a com-panyrsquos published papers andor patent portfolio) EL p183

bull Keeps up with scholarly publishing changes in the field EL p 3-18bull Understands the importance of archiving information so that it will

survive company mergers outdated access technologies person-nel departures etc Joseph (geology) p 61 CPE p 84

This work is the product of more than two years of reviewing sources com-munication conference meetings and collaboration among the members ofthe Task Force Currently those members are

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bull Virginia Baldwin University of Nebraska-Lincoln Engineering Phys-ics and Astronomy Librarian Task Force Chair

bull C J (Catherine Woodworth) Wong Quinnipiac University Science Li-brarian

bull Sheila Young Arizona State University Science Reference LibrarianEngineering on ARL Learning Outcomes Workgroup

bull Ibironke Lawal Virginia Commonwealth University Engineering andScience Librarian Biotechnology Chemistry Mathematics

bull Daureen Nesdill University of Utah Science Librarianbull Barbara McAlpine Trinity University Science Librarian

Former members also made contributions to the development of the finalproduct

bull Sherry Durren Georgia Perimeter College Information Literacy Librarianbull Jennifer Laherty California State University at Hayward Biological

Sciences Chemistry Communicative Sciences and Disorders GeologyHealth Sciences and Nursing

bull Elizabeth I Hanson Indiana University Life Sciences

Important contributions were also made by members of the community ofscience and engineering librarians through responses to solicitation of reviewsand comments on several listservs These contributions added value and com-pleteness to the work of the Task Force members The document reflects thebroad knowledge and background of science and engineering librariansWhile now in its final form it is intended to be a living document allowing fu-ture revisions to occur as new developments in science and technologyinformation literacy dictate

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Page 8: Science and Technology Information Literacy

Another listserv response provided a new outcome for the slightly re-worded performance indicator two (selects information by articulating and ap-plying criteria for evaluating both the information and its sources)

bull Understands and uses statistical treatment of data as evaluative criteria

Also under standard two is a new outcome from an engineering review source

bull Recognizes where the information source appears in the flow of scien-tific information EL p 169

Performance indicator six in standard three addresses outcomes related tocommunication and a new outcome reflects the importance of group or team-work in science and engineering fields

bull Works effectively in small groups or teams CHEM 14 EHAC VIII8B2 EL p 187 ABET 3d

Standard Four is a combination of ACRL standards four and fiveThe information literate student understands and respects the economic

ethical legal and social issues surrounding the use of information and its tech-nologies and either as an individual or as a member of a group uses informa-tion effectively to accomplish a specific purpose WASC p 27 NCA-HLCp 15 CHEM Section 14 p 14 ABET 3e 3f 3g 3h Criterion III f (basic)and II d (advanced)

Six performance indicators from standards four and five of the ACRL doc-ument are for the most part merged verbatim into standard four of the TaskForce document They appear in reverse with those relating to ethics first andthose relating to information use second The synopsis ldquousing the informa-tionrdquo applies to the new standard four Changes in the outcomes for standardfour have to do with ethical issues related to research data the work of mem-bers of research teams and the selection of appropriate documentation style foreach research project

A new outcome in performance indicator three (acknowledges the use ofinformation sources in communicating the product or performance) relates tofunding and was supplied through a listserv response

bull Acknowledges all contributors funding sources grants etc

The focus of performance indicator four of standard four in the Task Forcedocument is completely changed as indicated by underlining in the perfor-mance indicator and the two entirely new outcomes that are attached to it

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4 Applies creativity in use of the information for a particular product orperformance

Outcomes includeThe student

bull Selects analyzes organizes summarizes andor synthesizes in-formation from a variety of resources EL p 176 195

bull Uses advanced information technologies such as data mining andvisualization to move beyond retrieval and identify trends and pat-terns within large sets of complex data EL p 196

Both of these outcomes reflect wording in one of the engineering researchsources

The fifth standard in the Task Force document incorporates the importantconcept of lifelong learning that appears in science and engineering standardsdocuments as well as regional documents and is a vital factor in the successfulpursuit of a career in science and engineering Accordingly standard five is re-produced below in its entirety

Standard Five The information literate student recognizes the need tokeep current regarding new developments in his or her field and understandsthat information literacy is an ongoing process and an important component oflifelong learning NCA-HLC Criterion Four 4a and 4b SACS 512 NEASC419 ABET TC2K Criterion 2h ABET 3i 3j

Performance Indicators

The information literate student

1 Understands that information searching requires time diligence andpractice and that skills are learned over time CHEM Section 14 p 11NCA-HLC 4b ABET 3i

Outcomes includeThe student

bull Searches relevant resources diligently and with increasing accu-racy over time

2 Increases self-confidence with practice and experience in informationseeking

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Outcomes includeThe student

bull Composes search statements using Boolean operators and limitingfactors

bull Retrieves accurate information any time and from any source

3 Appreciates that information literacy requires an ongoing assimilationof learning and information technologies SACS 53 EHAC p 6 CPEp 108

Outcomes includeThe student

bull Recognizes that as a professional in a field it will be necessary tokeep up with new developments that are published in the literatureof the field WASC p 23 EHAC p 6 Caracuzzo p168-170

bull Recognizes that learning about information gathering is an ongo-ing process as the source format software requirements and de-livery of needed information changes and evolves with timeNWCCU 2E2 Joseph (geology) p 50

bull Establishes current awareness services follows citation and citedreferences for pertinent articles online table of contents scanningexamines review journals and other forms of rapid communicationliterature and manages files of citations of articles read or accessed(such as through use of bibliographic management software)Flaxbart (Chemistry) p 8 p 13 and p 15 ELD document 9Caracuzzo p 165-173

bull Transfers information access skills to new subject areas ABET 3ibull Uses bibliometric analysis tools to update knowledge of changing

technology and product life cycles (such as by analyzing a com-panyrsquos published papers andor patent portfolio) EL p183

bull Keeps up with scholarly publishing changes in the field EL p 3-18bull Understands the importance of archiving information so that it will

survive company mergers outdated access technologies person-nel departures etc Joseph (geology) p 61 CPE p 84

This work is the product of more than two years of reviewing sources com-munication conference meetings and collaboration among the members ofthe Task Force Currently those members are

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bull Virginia Baldwin University of Nebraska-Lincoln Engineering Phys-ics and Astronomy Librarian Task Force Chair

bull C J (Catherine Woodworth) Wong Quinnipiac University Science Li-brarian

bull Sheila Young Arizona State University Science Reference LibrarianEngineering on ARL Learning Outcomes Workgroup

bull Ibironke Lawal Virginia Commonwealth University Engineering andScience Librarian Biotechnology Chemistry Mathematics

bull Daureen Nesdill University of Utah Science Librarianbull Barbara McAlpine Trinity University Science Librarian

Former members also made contributions to the development of the finalproduct

bull Sherry Durren Georgia Perimeter College Information Literacy Librarianbull Jennifer Laherty California State University at Hayward Biological

Sciences Chemistry Communicative Sciences and Disorders GeologyHealth Sciences and Nursing

bull Elizabeth I Hanson Indiana University Life Sciences

Important contributions were also made by members of the community ofscience and engineering librarians through responses to solicitation of reviewsand comments on several listservs These contributions added value and com-pleteness to the work of the Task Force members The document reflects thebroad knowledge and background of science and engineering librariansWhile now in its final form it is intended to be a living document allowing fu-ture revisions to occur as new developments in science and technologyinformation literacy dictate

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Page 9: Science and Technology Information Literacy

4 Applies creativity in use of the information for a particular product orperformance

Outcomes includeThe student

bull Selects analyzes organizes summarizes andor synthesizes in-formation from a variety of resources EL p 176 195

bull Uses advanced information technologies such as data mining andvisualization to move beyond retrieval and identify trends and pat-terns within large sets of complex data EL p 196

Both of these outcomes reflect wording in one of the engineering researchsources

The fifth standard in the Task Force document incorporates the importantconcept of lifelong learning that appears in science and engineering standardsdocuments as well as regional documents and is a vital factor in the successfulpursuit of a career in science and engineering Accordingly standard five is re-produced below in its entirety

Standard Five The information literate student recognizes the need tokeep current regarding new developments in his or her field and understandsthat information literacy is an ongoing process and an important component oflifelong learning NCA-HLC Criterion Four 4a and 4b SACS 512 NEASC419 ABET TC2K Criterion 2h ABET 3i 3j

Performance Indicators

The information literate student

1 Understands that information searching requires time diligence andpractice and that skills are learned over time CHEM Section 14 p 11NCA-HLC 4b ABET 3i

Outcomes includeThe student

bull Searches relevant resources diligently and with increasing accu-racy over time

2 Increases self-confidence with practice and experience in informationseeking

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Outcomes includeThe student

bull Composes search statements using Boolean operators and limitingfactors

bull Retrieves accurate information any time and from any source

3 Appreciates that information literacy requires an ongoing assimilationof learning and information technologies SACS 53 EHAC p 6 CPEp 108

Outcomes includeThe student

bull Recognizes that as a professional in a field it will be necessary tokeep up with new developments that are published in the literatureof the field WASC p 23 EHAC p 6 Caracuzzo p168-170

bull Recognizes that learning about information gathering is an ongo-ing process as the source format software requirements and de-livery of needed information changes and evolves with timeNWCCU 2E2 Joseph (geology) p 50

bull Establishes current awareness services follows citation and citedreferences for pertinent articles online table of contents scanningexamines review journals and other forms of rapid communicationliterature and manages files of citations of articles read or accessed(such as through use of bibliographic management software)Flaxbart (Chemistry) p 8 p 13 and p 15 ELD document 9Caracuzzo p 165-173

bull Transfers information access skills to new subject areas ABET 3ibull Uses bibliometric analysis tools to update knowledge of changing

technology and product life cycles (such as by analyzing a com-panyrsquos published papers andor patent portfolio) EL p183

bull Keeps up with scholarly publishing changes in the field EL p 3-18bull Understands the importance of archiving information so that it will

survive company mergers outdated access technologies person-nel departures etc Joseph (geology) p 61 CPE p 84

This work is the product of more than two years of reviewing sources com-munication conference meetings and collaboration among the members ofthe Task Force Currently those members are

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bull Virginia Baldwin University of Nebraska-Lincoln Engineering Phys-ics and Astronomy Librarian Task Force Chair

bull C J (Catherine Woodworth) Wong Quinnipiac University Science Li-brarian

bull Sheila Young Arizona State University Science Reference LibrarianEngineering on ARL Learning Outcomes Workgroup

bull Ibironke Lawal Virginia Commonwealth University Engineering andScience Librarian Biotechnology Chemistry Mathematics

bull Daureen Nesdill University of Utah Science Librarianbull Barbara McAlpine Trinity University Science Librarian

Former members also made contributions to the development of the finalproduct

bull Sherry Durren Georgia Perimeter College Information Literacy Librarianbull Jennifer Laherty California State University at Hayward Biological

Sciences Chemistry Communicative Sciences and Disorders GeologyHealth Sciences and Nursing

bull Elizabeth I Hanson Indiana University Life Sciences

Important contributions were also made by members of the community ofscience and engineering librarians through responses to solicitation of reviewsand comments on several listservs These contributions added value and com-pleteness to the work of the Task Force members The document reflects thebroad knowledge and background of science and engineering librariansWhile now in its final form it is intended to be a living document allowing fu-ture revisions to occur as new developments in science and technologyinformation literacy dictate

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Page 10: Science and Technology Information Literacy

Outcomes includeThe student

bull Composes search statements using Boolean operators and limitingfactors

bull Retrieves accurate information any time and from any source

3 Appreciates that information literacy requires an ongoing assimilationof learning and information technologies SACS 53 EHAC p 6 CPEp 108

Outcomes includeThe student

bull Recognizes that as a professional in a field it will be necessary tokeep up with new developments that are published in the literatureof the field WASC p 23 EHAC p 6 Caracuzzo p168-170

bull Recognizes that learning about information gathering is an ongo-ing process as the source format software requirements and de-livery of needed information changes and evolves with timeNWCCU 2E2 Joseph (geology) p 50

bull Establishes current awareness services follows citation and citedreferences for pertinent articles online table of contents scanningexamines review journals and other forms of rapid communicationliterature and manages files of citations of articles read or accessed(such as through use of bibliographic management software)Flaxbart (Chemistry) p 8 p 13 and p 15 ELD document 9Caracuzzo p 165-173

bull Transfers information access skills to new subject areas ABET 3ibull Uses bibliometric analysis tools to update knowledge of changing

technology and product life cycles (such as by analyzing a com-panyrsquos published papers andor patent portfolio) EL p183

bull Keeps up with scholarly publishing changes in the field EL p 3-18bull Understands the importance of archiving information so that it will

survive company mergers outdated access technologies person-nel departures etc Joseph (geology) p 61 CPE p 84

This work is the product of more than two years of reviewing sources com-munication conference meetings and collaboration among the members ofthe Task Force Currently those members are

124 SCIENCE amp TECHNOLOGY LIBRARIES

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bull Virginia Baldwin University of Nebraska-Lincoln Engineering Phys-ics and Astronomy Librarian Task Force Chair

bull C J (Catherine Woodworth) Wong Quinnipiac University Science Li-brarian

bull Sheila Young Arizona State University Science Reference LibrarianEngineering on ARL Learning Outcomes Workgroup

bull Ibironke Lawal Virginia Commonwealth University Engineering andScience Librarian Biotechnology Chemistry Mathematics

bull Daureen Nesdill University of Utah Science Librarianbull Barbara McAlpine Trinity University Science Librarian

Former members also made contributions to the development of the finalproduct

bull Sherry Durren Georgia Perimeter College Information Literacy Librarianbull Jennifer Laherty California State University at Hayward Biological

Sciences Chemistry Communicative Sciences and Disorders GeologyHealth Sciences and Nursing

bull Elizabeth I Hanson Indiana University Life Sciences

Important contributions were also made by members of the community ofscience and engineering librarians through responses to solicitation of reviewsand comments on several listservs These contributions added value and com-pleteness to the work of the Task Force members The document reflects thebroad knowledge and background of science and engineering librariansWhile now in its final form it is intended to be a living document allowing fu-ture revisions to occur as new developments in science and technologyinformation literacy dictate

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Page 11: Science and Technology Information Literacy

bull Virginia Baldwin University of Nebraska-Lincoln Engineering Phys-ics and Astronomy Librarian Task Force Chair

bull C J (Catherine Woodworth) Wong Quinnipiac University Science Li-brarian

bull Sheila Young Arizona State University Science Reference LibrarianEngineering on ARL Learning Outcomes Workgroup

bull Ibironke Lawal Virginia Commonwealth University Engineering andScience Librarian Biotechnology Chemistry Mathematics

bull Daureen Nesdill University of Utah Science Librarianbull Barbara McAlpine Trinity University Science Librarian

Former members also made contributions to the development of the finalproduct

bull Sherry Durren Georgia Perimeter College Information Literacy Librarianbull Jennifer Laherty California State University at Hayward Biological

Sciences Chemistry Communicative Sciences and Disorders GeologyHealth Sciences and Nursing

bull Elizabeth I Hanson Indiana University Life Sciences

Important contributions were also made by members of the community ofscience and engineering librarians through responses to solicitation of reviewsand comments on several listservs These contributions added value and com-pleteness to the work of the Task Force members The document reflects thebroad knowledge and background of science and engineering librariansWhile now in its final form it is intended to be a living document allowing fu-ture revisions to occur as new developments in science and technologyinformation literacy dictate

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