Much work has been done to determine how information literacy student outcomes can be assessed in ABET accredited engineering degree programs, but often overlooked are the Engineering Technology programs, whose graduates form an important layer in our modern workforce. This study gathers data from engineering librarians and MET departments to understand how information literacy competencies are assessed and what role the library plays in meeting those student and program outcomes. Results from a survey of MET liaison librarians show a wide variety of levels of involvement, from developing resource guides, to curricular and student consults, embedded classroom activities, and in-class instruction. Librarians make contributions to not only 3.g, an ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature; but also student outcomes 3.h, .i, .j, and .k, and the program criterion .h, application of industry codes, specifications, and standards. Most librarians composed or contributed to Section 7.E (Library Services) and met with the visiting committee. The ABET Self-study documents showed that the bulk of outcome 3.g data gathering for ABET occurs in capstone design courses, but that, generally speaking, several courses in a curriculum contribute to and assess that student outcome. While information is explicitly mentioned in the student outcome, it appears to frequently be marginalized in the actual assessments used by METdepartments. Implications for librarian engagement with mechanical engineering technology programs and sources are discussed.
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