Authors
Natalie Wint, Department of Science, Technology, Engineering & Public Policy, Faculty of Engineering Sciences, University College London, United Kingdom; Willian Bennett, Department of Civil Engineering, School of Aerospace, Civil, Electrical and Mechanical Engineering, Swansea University, United Kingdom; Deborah Bauder, Engineering Library, Cornell University Library, Cornell University, USA; Cristina Tripon, Teacher Training and Social Sciences Department, National University of Science and Technology POLITEHNICA Bucharest, Romania; Freeha Azmat, Warwick Manufacturing Group, Faculty of Science, Engineering and Medicine, University of Warwick, United Kingdom
Synopsis
The growing complexity of engineering problems means that engineers spend an increasing amount of time working with information from multiple disciplines, making information literacy (IL) a critical skill. Despite this, there is evidence to suggest that engineering students lack confidence and ability to select, evaluate, and use different sources, which is likely to hinder engineering practice and raises ethical concerns in both education (e.g., academic misconduct) and the workplace (e.g., professional responsibility). In this chapter, we first define IL in relation to associated concepts. This is followed by an introduction to key frameworks and standards that outline essential competencies and skills. We then examine the growing importance of IL in the context of technological advances, including the exponential rise in available information and the increasing use of generative artificial intelligence (GenAI). Finally, we explore practical strategies for embedding IL into engineering education, highlighting collaborative approaches that involve specialists such as subject librarians to support effective scaffolding of IL competencies and skills.
Author Biographies
Natalie Wint, Department of Science, Technology, Engineering & Public Policy, Faculty of Engineering Sciences, University College London, United Kingdom
Wint, Natalie (0000-0002-9229-5728) is an Associate Professor in Engineering for Social Change with the Department of Science, Technology, Engineering and Public Policy (STEaPP) at University College London, UK. Her research covers a variety of topics including student resilience, professional skills, the philosophy of education, engineering ethics, and diversity, equity, and inclusion.
Willian Bennett, Department of Civil Engineering, School of Aerospace, Civil, Electrical and Mechanical Engineering, Swansea University, United Kingdom
Bennett, William (0000-0002-7229-5747) is a Lecturer and Civil Engineering Programmes Director within the School of Aerospace, Civil, Electrical and Mechanical Engineering at Swansea University. His research interests include professional skills, curriculum design, and the role of accreditation.
Deborah Bauder, Engineering Library, Cornell University Library, Cornell University, USA
Bauder, Deborah (0009-0003-1369-9914) is an Engineering Research and Instruction Librarian at Cornell University Library, Ithaca, USA. She is liaison to engineering departments and programmes across Cornell. Her research interests include student information literacy skills development, first-generation student success, and the effects of generative AI on student research and learning.
Cristina Tripon, Teacher Training and Social Sciences Department, National University of Science and Technology POLITEHNICA Bucharest, Romania
Tripon, Cristina (0000-0002-4019-3041) is an Associate Professor at the National University of Science and Technology POLITEHNICA Bucharest, Romania, with expertise in curriculum development, 21st-century skills, learning design, and assessment. She leads teacher professional development; her research interests include curriculum development, pedagogy, and education for sustainable development.
Freeha Azmat, Warwick Manufacturing Group, Faculty of Science, Engineering and Medicine, University of Warwick, United Kingdom
Azmat, Freeha (0000-0002-2980-8439) is a Reader in Engineering Education at WMG, University of Warwick. Her research focuses on technology-enhanced learning and the pedagogical applications of artificial intelligence. She has led degree apprenticeship programmes in Digital Technology Solutions and was awarded the 2025 Advance HE National Teaching Fellowship for teaching excellence.
Published
August 26, 2026
Copyright (c) 2026 Gillian Saunders-Smits, Lynn Van den Broeck, Thies Johannsen
How to Cite
Wint, N., Bennett, W., Bauder, D., Tripon, C., & Azmat, F. (2026). Information Literacy. In
SEFI Handbook on Teaching Transferable Competencies and Skills in Engineering (pp. 381-400). TU Delft OPEN Books.
https://doi.org/10.59490/mt.266.72
