Searching for the Formula: How Librarians Teach Chemistry Graduate Students Research Skills.

Abstract

An exploratory study was conducted in Summer 2012 in an effort to determine what librarians in the United States are doing to teach chemistry graduate students research skills. Chemistry librarians at ARL (Association of Research Libraries) institutions were surveyed about the content they teach; when, where, and how they present it; and what assessment they perform. Program size was studied to ascertain its effect on the above. Results reveal the most popular resources and information literacy skills taught, coverage gaps, and preferences for teaching and assessment techniques. Librarians providing instruction to graduate chemistry (and perhaps even upper-level undergraduate) students will find it helpful to compare what they are currently doing against these findings. [ABSTRACT FROM AUTHOR]

Information Literacy Support for Mathematics Graduate Students

“…The study was initially conceived and performed as a two-phase, mixed-methods approach, including both a survey and semi-structured follow-up interviews. Survey questions were modified and expanded from the work of Fong (2014), Bussmann and Bond (2015), and researchers conducting another IL survey based on the ACRL Framework (A. Click, C. Wiley, M. Houlihan, personal communication, October 8, 2020). These questions were largely quantitative, including demographics, and were designed with the idea that more in-depth information would be gathered in subsequent brief interviews with interested participants.…”