Teaching Engineering Information Literacy with INCLUSIVE ADDIE

Abstract Traditionally, information literacy instruction for engineering students is focused on helping students learn to access and assess resources. Some instructors turn to instructional design models, like the popular ADDIE instructional model, to provide structure to achieve educational goals. ADDIE is an acronym for Analyze, Design, Develop, Implement, and Evaluate, all of which are steps within the learning development process. This popular teaching method has been used in numerous educational settings, from primary schools to colleges, and is taught to students in education programs across the continent. However, traditional methods, including ADDIE, tend to center resources and not the student. Critics of the model point out that it can miss cultural cues from students in underrepresented and marginalized groups and that it does not work well within the diverse classroom space. Through this paper, the authors will introduce a recent upgrade to ADDIE known as INCLUSIVE ADDIE, which is intended to fill in those diversity, equity, and inclusion gaps present within the current ADDIE model. INCLUSIVE is an acronym for Introspection, Needs, Context, Lessons, Understanding, Supporting Structures, Interactions, Value, and Evolution. These additional inclusions function as sub-stages within the instructional model to support instructors in fostering a sense of belonging within their learning environments and to allow all students to feel valued and welcome. Each of the sub-stages are mapped directly into ADDIE – this is not a replacement of the model, but an enhancement. The enhancements expand the idea of classroom inclusion to consider both socioeconomic factors and the physical abilities of every student. Engineering programs are increasingly more diverse and incorporating this model acknowledges this fact, giving instructors an opportunity to better support all their students. In addition to the new INCLUSIVE ADDIE model introduction for librarians, the authors will provide examples and limitations for its use within the science and engineering library classroom.