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Background - There is a body of information literacy (IL) literature applied to undergraduate engineering students, much of which discusses different methods for teaching, such as classes/one-shots, online tutorials, gaming, and other interventions. It is important for librarians to know which methods of teaching engineering information literacy (EIL) are most effective for student learning, in order to make efficient and effective use of student and librarian time. Purpose/Hypothesis - The authors reviewed the existing literature to find indications of the most effective methods for teaching and/or integrating EIL, both in face-to-face and online instruction. Design/Method - The authors have completed the first stages of a systematic literature review (SLR), through the creation of the final dataset. The initial searches generated a set of 1224 papers prior to duplicate removal. Duplicate removal and multiple rounds of review, using authors-created inclusion and exclusion criteria, narrowed the final dataset to 13 papers. Scope/Method - The lessons learned in the process around searching, tools for data evaluation, and articulation of criteria are presented. As a result of this portion of the SLR process, the authors identified characteristics of the undergraduate-focused EIL literature that are shared. Results/Discussion - A brief summary of the process to arrive at a final dataset of 13 papers, the challenges in the process, and the refinements made at each step are outlined. Conclusion - There are several preliminary conclusions to be drawn, many of which will not be surprising to the engineering librarian community. The dataset came down to just 13 items because much of the EIL literature is based on student self-report data on how the class went, or was it enjoyable, rather than on actual student learning gains. As such, these papers did not meet the criteria for demonstrated learning gains as a measure of effectiveness. In addition, some papers were excluded for lack of clarity about methods. In these studies it is not evident how either the intervention and/or the assessment was conducted, with regard to timing, instrument used, etc. Some additional papers were excluded because a control or comparison group was not included to establish "effectiveness" of the intervention. Overall, the authors note the EIL literature frequently reports descriptive statistics, showing that data has been gathered, but sometimes falls short of a full analysis that allows the researchers to draw meaningful/wellgrounded conclusions from the data. [ABSTRACT FROM AUTHOR]

Patents have wide appeal to students, faculty, and employers and can be a potent tool for integrating information literacy (IL) into engineering and technology curricula. There is evidence to show that students use patents to assess the patentability of their design ideas, explore the state of the art in a given area of technology, and to inspire creativity in their work. Faculty use patents and other complementary forms of gray literature to go beyond the traditional IL world of scholarly literature and engage students with information problems that reflect real-world design challenges. Working with patents allows students to develop strategic, innovative, and practical information skills that are valuable and attractive to employers in the modern technology workplace. Putting these ideas of patent-related information literacy into practice, this paper will discuss the collaborative efforts between academic librarians and disciplinary faculty to integrate patent IL content into a scaffolded IL sequence in a technology-focused undergraduate curriculum. This sequence, which also covers scholarly information and technical standards, presents students with increasingly complex information problems over the course of their academic career. The entire IL sequence, which includes four design classes, will be described, with a primary focus on how patent IL fits into and enhances this model. [ABSTRACT FROM AUTHOR]

Librarians at Purdue University seek to develop engineering graduates who are effective information users. Similarly, information specialists at Caterpillar Inc. are concerned with how well new hires are prepared for the information landscape at work as practicing engineers. Librarians from Purdue University and Caterpillar partnered to create and disseminate a survey to compare how students and practicing engineers seek and use information in the research process. Within a framework that asked survey participants to think about information use in a recently completed project, responses highlighted several gaps in information literacy training, including the use of external standards and internal document storage systems, documentation practices, and resource awareness. We also explored information habits and frustrations of both user populations and found that, while students have more confidence in their abilities, they consult many fewer types of literature and utilize fewer strategies for organizing information effectively. Additionally, the findings suggest students tend to use more social media tools to keep abreast of developments in their field than practicing engineers, while engineers rely heavily on internal knowledge management systems to track information generated by the company that augments externally produced information. The goal of this project was to better understand both consistencies and gaps in university engineering education and industry expectations. This paper presents preliminary findings from this project and discusses how the authors plan to use the results to update undergraduate curricula and improve library services and resources for both populations. [ABSTRACT FROM AUTHOR]

Supporting innovation is essential in today's academic ecosystem, and libraries are well-positioned to connect prospective entrepreneurs with the myriad resources and services available. Libraries are able to leverage pre-existing collaborations and partnerships with groups both inside and outside the university (from local community groups to international level organizations); libraries' status as information brokers across disciplinary boundaries also enables them to make new connections with a wide array of potential stakeholders. Librarians from different subject specialties will share experiences and discuss ways in which libraries can support global entrepreneurship efforts by university faculty, staff, and students, as well as the general public. This will include the results of several collaborative projects that have helped create an environment of innovation and creativity within this university's libraries. Notably, this includes an effort to create a map of available campus and community tools for entrepreneurs and inventors, mentorship for a student innovation and invention competition, ongoing support for design projects within the engineering and technology curricula, providing entrepreneurship support for disabled veterans, and outreach to entrepreneurs and independent inventors within the university's great local community. [ABSTRACT FROM AUTHOR]

Background - There is a body of information literacy (IL) literature applied to undergraduate engineering students, much of which discusses different methods for teaching, such as classes/one-shots, online tutorials, gaming, and other interventions. It is important for librarians to know which methods of teaching engineering information literacy (EIL) are most effective for student learning, in order to make efficient and effective use of student and librarian time. Purpose/Hypothesis - The authors reviewed the existing literature to find indications of the most effective methods for teaching and/or integrating EIL, both in face-to-face and online instruction. Design/Method - The authors have completed the first stages of a systematic literature review (SLR), through the creation of the final dataset. The initial searches generated a set of 1224 papers prior to duplicate removal. Duplicate removal and multiple rounds of review, using authors-created inclusion and exclusion criteria, narrowed the final dataset to 13 papers. Scope/Method - The lessons learned in the process around searching, tools for data evaluation, and articulation of criteria are presented. As a result of this portion of the SLR process, the authors identified characteristics of the undergraduate-focused EIL literature that are shared. Results/Discussion - A brief summary of the process to arrive at a final dataset of 13 papers, the challenges in the process, and the refinements made at each step are outlined. Conclusion - There are several preliminary conclusions to be drawn, many of which will not be surprising to the engineering librarian community. The dataset came down to just 13 items because much of the EIL literature is based on student self-report data on how the class went, or was it enjoyable, rather than on actual student learning gains. As such, these papers did not meet the criteria for demonstrated learning gains as a measure of effectiveness. In addition, some papers were excluded for lack of clarity about methods. In these studies it is not evident how either the intervention and/or the assessment was conducted, with regard to timing, instrument used, etc. Some additional papers were excluded because a control or comparison group was not included to establish "effectiveness" of the intervention. Overall, the authors note the EIL literature frequently reports descriptive statistics, showing that data has been gathered, but sometimes falls short of a full analysis that allows the researchers to draw meaningful/wellgrounded conclusions from the data. [ABSTRACT FROM AUTHOR]

This quasiexperimental study examined the effectiveness of library instruction in a junior level mechanical engineering design process course during the Spring 2013 and Fall 2013 semesters. In the Spring of 2013 librarians delivered an active learning session to students, placing heavy emphasis on the breadth of information resources available for engineering design research beyond what can be found through Google. The session was designed to build on university general education information literacy outcomes. Student research assignments completed after the library session were analyzed using an information literacy rubric. Based on the results, librarians collaborated with the course instructor to modify the Fall 2013 library session to place the heaviest emphasis on search strategy development, rather than the breadth of information resources, and adapt the research assignment requirements. The revised session also aligned with the Searching as Strategic Exploration frame of the ACRL Framework for Information Literacy . Student assignments were again analyzed after the Fall 2013 session. The results showed a positive association between the revised instruction and assignment and rubric scores. Making changes to the library instruction and assignment based on assessment results helped to ensure that librarian and course instructor time spent preparing course assignments and delivering the session material was being spent most efficiently. [ABSTRACT FROM AUTHOR]

This panel symposium will address the current state of the field of cross-cultural management (CCM) and its contributions to international business, management and organizations. Presenters will explore and discuss future avenues promising to take for the field of CCM to be of value to people and organizations who have to navigate in a global and increasingly networked business world. [ABSTRACT FROM AUTHOR]