Chemical Information Instruction in Academe: Who Is Leading the Charge?

Garritano, Jeremy; Culp, F. Bartow; Twiss-Brooks, Andrea

doi:10.1021/ed800085h

Cited by 20 publications

(17 citation statements)

References 7 publications

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“…Chemical information instructors at Purdue University have reported similarly that today's students appear to be having a more difficult time finding and using chemical information than students of 20 or 30 years ago. 4 Additionally, a recent study by Project Information Literacy points out that students entering college today are likely to have had very little precollege experience with any kind of information research. 9 We are seeing this lack of competency persisting in the second, third, and fourth year students who enroll in our course, and because of this, we see the course as an important part of the undergraduate chemistry curriculum and we believe that it is useful for the course to be team-taught by a scientific instructor and a librarian.…”

Section: Instructionmentioning

confidence: 99%

Combining Chemical Information Literacy, Communication Skills, Career Preparation, Ethics, and Peer Review in a Team-Taught Chemistry Course

Jones

Seybold

2015

J. Chem. Educ.

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The widely acknowledged need to include chemical information competencies and communication skills in the undergraduate chemistry curriculum can be accommodated in a variety of ways. We describe a team-taught, semester-length course at Wright State University which combines chemical information literacy, written and oral communication skills, professional ethics, and career preparation. The chemical literature instruction includes evaluation of sources, practice with scientific databases, and an introduction to reference management. Written communication skills are addressed in a term paper assignment which includes a peer review exercise to provide students with exposure to an author’s and a reviewer’s perspective. Students’ oral communication skills are honed through training in presentation techniques and the completion of several speaking assignments. Resumé-writing, professional ethics discussions, and presentations by alumni who are employed in a variety of chemistry-related positions contribute to the course’s career preparation goals.

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Section: Instructionmentioning

confidence: 99%

Combining Chemical Information Literacy, Communication Skills, Career Preparation, Ethics, and Peer Review in a Team-Taught Chemistry Course

Jones

Seybold

2015

J. Chem. Educ.

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“…There are few studies of faculty to learn what they are teaching in relation to information literacy (Bury 2011;Garritano and Culp 2010;McGuinness 2006). Faculty at York University in Canada thought that information literacy should be taught collaboratively between librarians and faculty (Bury 2011, p. 53).…”

Section: Responsibility For Teaching Information Literacy Competenciesmentioning

confidence: 99%

Who Teaches Information Literacy Competencies? Report of a Study of Faculty

Weiner¹

2014

College Teaching

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ABSTRACT.Information literacy is recognized as an essential competency for educational success. It relates to all disciplines but is not a separate discipline, so it is not clear who takes responsibility for teaching this competency to undergraduates. This is a report of a survey conducted to better understand the extent to which teaching information literacy concepts by faculty occurred in a research university. The results indicated that faculty in the disciplines generally teach information literacy competencies to undergraduate students without collaborating with others on their campus. Many faculty also had the expectation that students know how to avoid plagiarism, find articles and books, and define topics for their projects before students take their courses. There were disciplinary differences in providing instruction in critical evaluation and avoiding plagiarism. Tenured faculty tended to provide instruction in defining a topic; finding articles and books; and synthesizing information. Non-tenured faculty tended to teach students to avoid plagiarism.

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“…Based on a 2005 survey to help chemistry departments identify difficulties in implementing chemical information instruction, "Not enough time in courses" and "Faculty too busy" were indicated as barriers. (9) The design of DSIP enabled the faculty member to focus on the core domain specific scientific content of the course, while allowing the librarian to address the information literacy component. The librarian and faculty member met several times to select appropriate resources for the assignments, then the librarian created the assignments and brought them back to the faculty member and TAs for feedback.…”

Section: Minimization In the Amount Of Additional Work For The Faculty Membermentioning

confidence: 99%

Integration of Information Literacy Components into a Large First-Year Lecture-Based Chemistry Course

et al. 2012

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A first-year chemistry course is ideal for introducing students to finding and using scholarly information early in their academic careers. A four-pronged approach (lectures, homework problems, videos, and model solutions) was used to incorporate library research skills into a large lecture-based course. Pre- and post-course surveying demonstrated this to be effective and scalable way to teach these life-long skills, requiring minimal additional effort and time on the part of the lecturer.

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Chemical Information Instruction in Academe: Who Is Leading the Charge?

Abstract: Students should be able to use the peer-reviewed scientific literature effectively and evaluate technical articles critically.

Cited by 20 publications

References 7 publications

Combining Chemical Information Literacy, Communication Skills, Career Preparation, Ethics, and Peer Review in a Team-Taught Chemistry Course

Combining Chemical Information Literacy, Communication Skills, Career Preparation, Ethics, and Peer Review in a Team-Taught Chemistry Course

Who Teaches Information Literacy Competencies? Report of a Study of Faculty

Integration of Information Literacy Components into a Large First-Year Lecture-Based Chemistry Course

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