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Perceptions of Faculty about Information Literacy Skills
of Postgraduate Engineering Students
Mamoona Kousara & Khalid Mahmoodb
a Central Library, Air University, Islamabad, Pakistan
b Department of Library and Information Science, University of the Punjab, Lahore, Pakistan
Accepted author version posted online: 07 Jul 2015.Published online: 07 Jul 2015.
To cite this article: Mamoona Kousar & Khalid Mahmood (2015) Perceptions of Faculty about Information Literacy Skills of
Postgraduate Engineering Students, International Information & Library Review, 47:1-2, 52-57
To link to this article: http://dx.doi.org/10.1080/10572317.2015.1055694
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INTERNATIONAL INFORMATION & LIBRARY REVIEW, 47: 52–57, 2015
Published with license by Taylor & Francis
ISSN: 1057-2317 print / 1095-9297 online
DOI: 10.1080/10572317.2015.1055694
Perceptions of Faculty about Information Literacy
Skills of Postgraduate Engineering Students
Mamoona Kousar
Central Library, Air University, Islamabad, Pakistan
Khalid Mahmood
Department of Library and Information Science, University of the Punjab, Lahore, Pakistan
Purpose: This study identifies perceptions of faculty about the current level of information
literacy (IL) skills of engineering students in higher education in Pakistan. It may help to
design better IL programs for the tertiary level students. Methodology: The study used ACRL
Information Literacy Competency Standards for Science and Engineering/Technology as the
basis to assess these perceptions. Teachers of the National University of Science & Technology
(NUST), who were teaching engineering students of postgraduate level, were selected as
population. A structured questionnaire was sent to 113 faculty members and the response
remained 80 percent. Paired samples t-test was used for data analysis through Statistical
Package for Social Sciences (SPSS). Findings: Research indicates that faculty perceived IL
skills of their PhD level students higher than those of MS level students. Originality: The term
“Information literacy” is yet new on the Pakistani library scene. Regarding perceptions of
faculty about information literacy skills of their students so far no study has been carried out in
Pakistan. This study will help to identify existing IL skills of Pakistani students of university
level, their requirements and how these requirements can be best fulfilled.
Keywords: information literacy, faculty perceptions, engineering students, higher education,
Pakistan
INTRODUCTION
The term “information literacy” (IL) has begun to achieve
global ascendancy and has become visible more frequently.
In the information age, people need a new set of skills to be
successful and to function well in society. The importance
of IL competencies is equally significant for all professions,
including science and engineering. IL instruction is impera-
tive for the students of these disciplines because they have
to select and access a number of information sources in a
wide range of formats. Science, engineering, and technology
are the disciplines which require their students to have com-
petency in written assignments and research papers. They
are also expected to demonstrate competency in areas like
C
Mamoona Kousar and Khalid Mahmood
Address correspondence to Mamoona Kousar, Central Library, Air Uni-
versity, PAF Complex, E-9, Islamabad-44000, Pakistan. E-mail: librarian
@mail.au.edu.pk
experimentation, laboratory research, and mechanical draw-
ing. The relationship between science and technology is usu-
ally taken as a continuous process which starts from basic
research (science), moves up to applied research (technol-
ogy), and then to development (utilization). Engineering is
about doing things. To fulfill their professional objectives,
engineers and scientists need information in large quantities,
as there is frequent use of formal and informal sources of
information in science, engineering, and technology (Pitt,
2001). All of this qualifies them as “unique users of infor-
mation” (Oxnam, 2003; Popescu & Popescu, 2003). These
studies highlight the importance of IL programs in these ar-
eas and indicate that traditional information services are not
sufficient to meet the information needs of scientists and en-
gineers. Therefore, improving the IL skills of students has
become an important learning goal in engineering education
(Pitt, 2001).
Since faculty plays an important and leading role in their
students’ learning process, it is essential to know and examine
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PERCEPTIONS OF FACULTY ABOUT INFORMATION LITERACY SKILLS 53
the perceptions of faculty members toward their students’
IL skills. This study identifies faculty perceptions about the
current level of IL skills of engineering students in higher
education in Pakistan. This may help in designing better IL
programs for Pakistani tertiary-level students.
Literature Review
Assessing students’ IL skills through faculty perceptions has
been an under-researched topic. However, a few divulging
studies have been carried out in this area.
In 1994, Cannon conducted a survey of more than 200
faculty members at York University. The purpose of this
research was
•to gain an understanding of faculty perceptions of the need
to improve students’ research and information seeking
skills,
•efforts implied at that time to teach library research skills,
and
•to identify the best model that faculty would support for
teaching library research.
A 20-item questionnaire was used to gather faculty opin-
ions regarding these points. The phrase “library research in-
struction” was used in the questionnaire to refer to “all the
different ways of instructing students to find and use infor-
mation in an academic context.” The results showed that
faculty were aware of the importance of library research in
their fields and supported the requirement to improve stu-
dents’ research skills. This study was considered as classic
and very influential on the topic, as almost all subsequent
studies cited it.
Leckie (1996) carried out a survey about information seek-
ing problems higher education students face in writing a typ-
ical research paper assignment. He concluded that there was
a great difference in information seeking strategies of experts
and novice researchers who experience the entire process for
the first time in their life. The results of this study further
inspired Leckie to probe the perceptions of faculty regarding
the IL skills of their students. Therefore, in 1999 Leckie and
Fullerton surveyed science and engineering faculty regarding
their perceptions of their undergraduate students’ IL skills.
They used a modified version of Cannon’s survey instrument.
The study revealed that faculty rated the students of third and
fourth years better in their IL skills than those of first and
second year students. As to how this improvement happens,
most of the faculty thought that “students somehow learned
to do this on their own, by visiting libraries and using the
resources available, or that they were approaching librarians,
who then showed them the intricacies” (p. 15).
In these studies, although faculty supported IL develop-
ment for their students, they rated the IL competencies of
their students differently. Moreover, there was almost consen-
sus in such research studies that faculty rated senior students’
IL skills better than that of junior students. In a faculty sur-
vey at the University of Southern Colorado, Gonzales (2001)
found that “although respondents indicate that students’ abil-
ities improve with years of experience at the University, still
professors’ overall confidence in their students’ abilities is
alarmingly low” (p. 197). In a survey conducted, by Singh
(2005), the faculty of programs accredited by the Accrediting
Council on Education in Journalism and Mass Communica-
tions, reported that most of their graduate students met the
Association of College and Research Libraries’ (ACRL) cri-
teria for IL, but only some of their undergraduate students
could be considered information literate by these standards.
Faculty also reported consistent improvement in their stu-
dents’ research process after receiving library instruction.
McGuinness (2006), in an Irish-based study, revealed that
faculty believe students to eventually become information
literate but he found that they were generally unable to ex-
plain the mechanism by which it occurred.
In a study at a Canadian university, Bury (2011) found
that the faculty perceived that students’ IL competencies fall
below the desired standards. The results also revealed that
the faculty ranked students’ IL abilities increasing gradually
during their course of study. First- and second-year under-
graduates ranked as weak, third- and fourth-year students
were mediocre, and graduate students received the highest
ratings. In another Canadian study the faculty rated the IL
skills of lower-level undergraduate students in particular as
largely poor to fair. However, according to the faculty, these
skills improve markedly by the time students reach years
three to four of their studies (Nilsen, 2012). Saunders (2012)
conducted a survey on a random sample from 50 universities
and colleges throughout the United States. She reported that
the majority of faculty rated students as “somewhat strong” in
six areas, specifically: identifying scholarly materials, iden-
tifying reliable/authoritative information, finding relevant in-
formation, citing sources properly, synthesizing information,
and searching databases. In a study by Perez-Stable, Meer,
and Sachs (2012), the faculty at Western Michigan University
rated their graduate students’ IL skills as “good” as compared
to the undergraduates.
In an investigation on faculty perceptions of IL at eight
New Jersey higher educational institutions, Dubicki (2013)
found that, overall, faculty rated student competency with IL
skills most frequently in the “satisfactory” or “poor” cate-
gories. The survey data revealed that the strongest perceived
skill that students possessed was an ability to “identify and
address the information need,” with 41% of the faculty rating
their competency level as “excellent” or “good.” “This should
be expected since faculty define the assignment for students
and are available to help students develop their topics and
research questions” (p. 106). They also perceived students’
abilities improved according to their year of education, as IL
ratings were highest at the graduate/doctoral level.
A point to be noted about the studies discussed so far
is that all these studies address faculty perceptions about
IL skills of students in developed countries like the United
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54 M. KOUSAR AND K. MAHMOOD
States, Canada, and Ireland. In developed countries like these,
there is no shortage of information resources, students have
good exposure to academic libraries, and state-of-the-art
technology-based facilities are available in higher educa-
tion as well. But in the developing world, even university
students are unfamiliar with library culture. Most have lit-
tle or no conceptual background of research strategies, and
have little exposure to IL development programs. In addition,
very few studies have been conducted in these areas in the
developing world.
In this context Al-Qallaf (2000) carried out a study to ex-
amine faculty’s perceptions toward their students’ IL skills,
and their own pedagogical practices in teaching such skills to
undergraduate students at Kuwait University. A population
of about 200 faculty members from various departments par-
ticipated in the survey, including administrative sciences, and
the science and engineering colleges of Kuwait University.
She used a modified version of Cannon’s survey instrument.
This study found that faculty members perceived their stu-
dents’ IL skills low and recognized the need and importance
of instruction in this area. In a study of faculty perceptions
in four Tanzanian universities, Lwehabura (2007) found that
the majority of faculty (95%) believed most students were in-
adequately information literate. Sixty-four percent of faculty
pointed out that senior students were better with regard to
IL competence when compared to junior students. In another
study at the Tanzanian University of Health Sciences, Lwoga
(2013) found that 72% of faculty believed knowledge or skills
related to library and information use inadequate among
their undergraduate students. However, the faculty had a
higher level of confidence in IL competencies of graduate
students.
Problem Statement and Research Question
In developed countries, like the United States, Australia,
and Canada, IL has established its place, but it is not yet
a well-recognized area in Pakistan. IL program development
is still limited to sparsely set up initial stage library orien-
tation programs. For example, the Higher Education Com-
mission of Pakistan has furnished Pakistani universities with
a large range of online databases containing high-quality
peer-reviewed scholarly literature, but these extremely valu-
able resources are reported as underutilized by Ameen and
Gorman in 2008. They found that the absence of user educa-
tion programs was one of the major reasons for this problem.
Bhatti (2010), in her study of university libraries in Pakistan,
found user education programs scant and ill-planned. Hence,
the term “IL” is still new on the Pakistani library scene. This is
a critical time to do research and to explore important aspects
in this area. Success of any such initiative depends on taking
into account the opinions of directly involved stakeholders,
i.e., faculty, librarians, and students themselves, in this case.
Therefore, the development of any such initiative makes it
imperative to identify the existing IL skills of students, as
well as their requirements and how these requirements can
be best fulfilled. Since faculty play a central role in the learn-
ing process of their students, the researchers have tried to
explore the perceptions of teaching faculty about IL skills of
their students through the following research question:
How do faculty members perceive the IL skills of their post-
graduate engineering students?
Research Design and Procedure
All of those colleges, schools, and institutes (eight in num-
ber) of the National University of Science and Technology
(NUST) which were offering postgraduate engineering pro-
grams at the M.S. and Ph.D. levels participated in this study.
The population consisted of all postgraduate level teaching
staff of the participating institutions. Visiting faculty and fac-
ulty on study leave or sick leave were excluded. University
prospectus and institutions’ websites were used to gather in-
formation about faculty members. The questionnaire was sent
to 113 faculty members in summer of 2010. With 91 respon-
dents, the response rate remained 80%. The non-respondents
included those who could not be contacted, or who refused
to respond due to some administrative or personal reasons.
From institutions situated in Islamabad and Rawalpindi,
data were gathered through personal visits. The purpose was
to facilitate the respondents and to get a higher response rate.
For the College of Marine Engineering (PNEC), situated in
Karachi, questionnaires with cover letters were sent through
a courier service. Self-addressed envelopes with postage
stamps were also attached to the questionnaires. Follow-up
e-mails were sent and telephone calls were made to some
participants.
Out of 91 respondents, 16 (17.6%) were from the Col-
lege of Electrical and Mechanical Engineering (EME), 15
(16.5%) were from the Military College of Signals (MCS),
and 14 (15.4%) were from PNEC. In addition, 13 (14.3%)
were from the School of Electrical Engineering and Mate-
rials Science (SEECS), and from the School of Chemical
and Materials Engineering (SCME) each. From the School
of Civil and Environmental Engineering (SCEE) the partic-
ipation was 11 (12.1%), and from the Research Center for
Modelling and Simulation (RCMS) 7 (7.7%) participated.
The lowest participation was from the School of Mechanical
and Manufacturing Engineering (SMME) which amounted
to just 2 (2.2%).
A structured questionnaire was developed to gather data.
The instrument was reviewed by a panel of Library and Infor-
mation Science experts. There are five ACRL IL Standards
for Science and Engineering/Technology with a total number
of 23 performance indicators for these standards. For each
standard, a number of statements based on their performance
indicators were devised and grouped together according to
their theme. The faculty was asked to rate their perceptions
about IL skills of their students at M.S. and Ph.D. levels on
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PERCEPTIONS OF FACULTY ABOUT INFORMATION LITERACY SKILLS 55
TABLE 1
Perceptions of Engineering Faculty about IL Skills of Their M.S. and Ph.D. Students
Mean
Number Statements for ACRL IL Standards M.S. Ph.D.
Standard 1: Identifying nature and extent of information need
1 To define and articulate the need for information 3.77 4.15
2 To identify variety of types and formats of resources 3.57 3.86
3 Working knowledge of literature 3.46 3.82
4 Understanding of statement of problem 3.33 3.85
Standard 2: Access needed information efficiently and effectively
1 English language proficiency 3.60 3.82
2 Understanding of the structure and content of the fields in a
library catalogue/database in order to select the appropriate
search index while executing the search
3.32 3.72
3 To correspond to the words used to describe their own topic to
those employed by the selected search tools such as
identification of synonyms, related terms or descriptors
used to represent a subject, etc.
3.30 3.81
4 Understanding of controlled vocabulary 3.24 3.56
5 To develop relationship between the keywords by using
Boolean logic/operators, etc.
3.19 3.51
Standard 2: Ability to understand the characteristics of various document types
1 Text books 3.73 4.03
2 Popular literature 3.69 3.79
3 Handbooks 3.67 3.83
4 Scientific reports 3.63 3.90
5 Encyclopaedia 3.58 3.76
6 Review article 3.51 3.86
7 Conference proceedings 3.49 3.94
8 Scholarly journals 3.42 3.92
9 Electronic indexes 3.34 3.57
10 Print indexes 3.21 3.44
11 Government documents 3.04 3.19
12 Statistical information 3.01 3.38
13 Patents 2.90 3.13
Standard 2: Ability to use various types of search tools
1 General search engines (e.g., Google, Yahoo) 4.40 4.44
2 Overall computer skills 4.10 4.11
3 Online databases 3.75 3.96
4 Electronic indexes 3.68 3.89
5 Library catalog 3.63 3.82
6 Meta search engine 3.51 3.43
7 Offline databases 3.43 3.44
8 Print indexes 3.24 3.44
Standard 3: Evaluate information critically
1 Ability to interpret a bibliographic reference 3.45 4.04
2 Ability to evaluate an internet site 3.35 3.69
Standard 4: Ethical use of results
1 Knowledge of ethical use of information 3.33 3.60
2 Knowledge about plagiarism 3.24 3.54
Standard 5: Ability for lifelong learning
1 They recognize the importance of lifelong learning process by
recognizing the need to keep current regarding new
developments in his or her field
3.66 4.00
Standard 5: Ability to use emerging technologies for keeping themselves current
1 Use of bibliometric analysis tools 3.70 2.97
2 Freely available online research data, like open-access journals 3.41 3.99
3 Current awareness services like alerts, table of contents
(TOCs), etc.
3.19 3.65
4 Use of blogs, really simple syndication feeds, social media 2.85 3.13
Scale: 1: very weak, 2: weak, 3: fair, 4: good, 5: very good.
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56 M. KOUSAR AND K. MAHMOOD
TABLE 2
Results of t-Test for Difference in Perceptions IL Skills of M.S. and Ph.D. Students
Mean
Number Themes M.S. Ph.D. t-Value Significance
1 Concept identification 3.50 3.92 −5.787 0.000∗
2 Search strategy 3.27 3.68 −6.291 0.000∗
3 Understanding of characteristics of various document types 3.34 3.67 −7.209 0.000∗
4 Use of various types of search tools 3.62 3.82 −3.271 0.002∗
5 Evaluation of results 3.35 3.87 −7.490 0.000∗
6 Ethical use of information 3.21 3.57 −4.556 0.000∗
7 Life-long learning 3.58 4.00 −4.323 0.000∗
8 Use of the emerging technologies 3.24 3.43 −3.729 0.000∗
Scale: 1: very weak, 2: weak, 3: fair, 4: good, 5: very good;
∗Significant at p<0.01.
a scale of 1–5, where 1 was “very weak” and 5 was “very
good.”
Statistical Package for Social Sciences (SPSS) was used
to analyze data. Paired samples t-test was applied to find out
the mean difference in perceptions of the faculty regarding
the IL skills of two groups of students, M.S. and Ph.D.
RESULTS AND DISCUSSION
The responses of the faculty on 39 statements, grouped to-
gether under 8 themes, are shown in Table 1. Mean scores
of most of the statements indicate the perception of teachers
about their M.S. and Ph.D. students as “fair” or “good.” This
result is supported by the findings of previous studies, which
found that the IL skills of postgraduate students were higher
than those of undergraduate students.
Since the faculty were asked to give their opinion about
the IL skills of M.S. and Ph.D. students separately, it was
imperative to compare whether there was a significant differ-
ence in faculty perceptions for these two levels of students.
For this purpose, cumulative mean scores for each theme
were compared. These values for the M.S. and Ph.D. level,
displayed in Table 2, show that although both the groups
were above 3.0 on the rating scale, the perceptions of faculty
regarding the IL skills of Ph.D. students were higher than
their perceptions of the IL skills of their MS students. The
results of inferential statistical tool, paired samples t-test,
show that the two means of the responses on all eight themes
are significantly different for M.S. and Ph.D. level students at
0.01 level of significance. The findings are also supported by
the results of other studies carried out elsewhere that faculty
believed their students learned library research skills over the
years.
CONCLUSION
The findings of this study corroborate those of the earlier
studies. The findings show that faculty perceive that the IL
skills of their Ph.D. students are higher than those of their
MS students. This means faculty believe that their students’
IL skills improve gradually with the passage of time when
they remain involved in academic activities and get consid-
erably better by their senior year. This perceived disparity
in M.S. and Ph.D. students’ IL skills suggests more targeted
instructional interventions for M.S. level students than for
doctoral students.
Readers of this study should keep in view the limitations
regarding the generalization of its results. It was limited to
the faculty members who were teaching M.S. and Ph.D. en-
gineering students at eight institutions of one university in
Pakistan.
As mentioned earlier, in Pakistan, users education pro-
grams are still in an embryonic stage, and libraries even at
the university level (with NUST not an exception here) are
not offering any kind of formal user education programs.
These gaps inspired researchers to probe further into the
direct involvement of faculty in information literacy instruc-
tion, which is reported in a separate study, as it was beyond
the scope of this current study.
The IL skills of postgraduate students rated by their teach-
ers ranged from “fair” to “good,” indicates that there is room
for improvement. There is a need to involve faculty in IL in-
struction programs. There should be collaboration between
librarians and faculty in such programs. Areas such as assess-
ment of information needs of students, IL module design and
implementation, curriculum integration, designing of graded
assignments and their evaluation, and then evaluation of the
IL program itself require close coordination with faculty.
Another implication for further study would be the com-
parison of these perceptions with the actual performance of
the students to see if these two aspects are aligned with each
other.
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AUTHOR BIOGRAPHIES
Mamoona Kousar is a librarian at the Air University, Islam-
abad, Pakistan. She is a PhD scholar at the Department of
Library and Information Science, University of the Punjab,
Lahore, Pakistan. Her research interests include information
literacy, bibliometrics, and library management.
Khalid Mahmood is a professor at the University of the
Punjab in the Department of Library and Information Sci-
ence. His research and teaching interests include information
literacy, information and communication technology, biblio-
metrics, library technical services, and LIS education and
research.
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