Identifying knowledge practices from the ACRL Framework within engineering workplace contexts

Abstract

University librarians and archivists are continuously redefining instructional strategies for engaging undergraduate students with information literacy skills. The recent pedagogical shift from instructional models featuring information literacy competencies toward new methodologies based in information literacy threshold concepts has inspired information literacy instructors to identify threshold concepts within the disciplines they serve. Instructional staff in university libraries and archives must gain an understanding for the unique applications of information within professional practice to effectively identify the threshold concepts that are most relevant to the development of undergraduates within specific academic programs. This two-round Delphi study investigated the ways that mid-career alumni of the engineering technology program at a polytechnic university engaged with information literacy knowledge practices within specific professional contexts. The mixed methods analysis of this study culminated in two products. First, quantitative relevance ratings provided by the panel resulted in a consensus-driven list of six priority knowledge practices. Second, the panel provided qualitative feedback about the nature of information practices within their workplaces. This study identified eight emergent themes within the qualitative commentary. These findings will inform the development of information literacy objectives for undergraduates enrolled in the corresponding engineering technology academic program and facilitate collaborations between faculty, librarians, and archivists.