Document Detail

Information literacy of U.S. and Indian engineering undergraduates.
MedLine Citation:
PMID:  23772354     Owner:  NLM     Status:  Publisher    
To be competitive, contemporary engineers must be capable of both processing and communicating information effectively. Available research suggests that Indian students would be disadvantaged in information literacy in their language of instruction (English) compared to U.S. students because English is not Indian students' native language. Compared to U.S. students, Indian students (a) were predicted to apply practical text processing strategies to a greater extent than analytic strategies and (b) endorse the direct transmission of information over critical, interpretive analysis of information. Two validated scales measuring self-reported use of reading strategies and beliefs about interpreting and critiquing written information were administered to engineering students at an Indian Institute of Technology in their freshman to senior years. Neither prediction was supported: Indian students reported applying analytic strategies over pragmatic strategies and were more disposed to critically analyze information rather than accept it passively. Further, Indian students reported being more analytic and more reflective in their reading behaviors than U.S. engineering students. Additional data indicated that U.S. and Indian students' text-processing strategies and beliefs are associated with the texts that they read and their academic behaviors.
Roman Taraban; Damodar Suar; Kristin Oliver
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Publication Detail:
Type:  JOURNAL ARTICLE     Date:  2013-5-27
Journal Detail:
Title:  SpringerPlus     Volume:  2     ISSN:  2193-1801     ISO Abbreviation:  Springerplus     Publication Date:  2013 Dec 
Date Detail:
Created Date:  2013-6-17     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  101597967     Medline TA:  Springerplus     Country:  -    
Other Details:
Languages:  ENG     Pagination:  244     Citation Subset:  -    
Department of Psychology, Texas Tech University, Lubbock, TX USA.
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