Information literacy in science and engineering undergraduate education: Faculty attitudes and pedagogical practices

What are science and engineering faculty doing with respect to the developm ent of information literacy in their undergraduate students? To explore thi s question, science and engineering faculty at two large Canadian universit ies were surveyed and interviewed regarding their perceptions of their stud ents' information literacy skills and their own pedagogical practices relat ed to such skills. Faculty awareness of, and support for, a variety of bibl iographic instruction methods and the perceived role of science and enginee ring librarians in information literacy instruction also were investigated. Based on the survey results, suggestions for the design of library instruc tion for science and engineering undergraduates are made.