one-shot wonder: integrating chemical information literacy into the curriculum
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One-shot Wonder: Integrating Chemical Information Literacy into the Curriculum
Linda GallowaySyracuse University Library, Syracuse, NY
Enhance Chemical Information Literacy Instruction
Integrate Chemical Information Literacy (CIL) more thoroughly into the system via:
Guest lectures
Librarian guided and/or facilitated assignments
Take “information competencies” and align to specific classes
Information Competencies for Chemistry Undergraduates: The elements of information literacy, http://chemistry.sla.org/wp-content/uploads/cheminfolit.pdf
Why do this??If it ain’t broke ….
No plans to add formal Chemical Information Literacy (CIL) course to curriculum
Multiple (>5) Library Instruction Sessions = Increased GPA
Produce graduates with a better understanding of how to use scientific information resources
More Library Instruction = Higher GPA
Wong & Cmor @ Hong Kong Baptist University analyzed library workshop attendance & graduation GPA of over 8,000 students. They found:
If more than 1 or 2 sessions attended – positive GPA impact.
Five or more workshops – strong association with higher GPA
CIL @ Syracuse University
Currently included in some classes, is adequate and meets the needs of graduating students.
Instruction in CIL is taught inconsistently within the department
Library & librarian assistance welcome (but not absolutely necessary)
Plan is to… Review chemical information
literacy competencies—Students should have “firm
understanding of how to navigate the scientific and chemical literature”
Align the competency standards to specific classes
Begin integration of more formalized CIL instruction into classes Easy, right??
Big Picture: The library & scientific
literatureChemical Literature
Properties, spectra, crystallographic
and safety information
Scientific communication & ethical conduct
Undergraduate chemistry students need to understand how the library fits in with scholarly
communication and know how and why
to request assistance.
Students need to understand the unique features and how to find
types of chemical literature including
background information,
articles, patents, etc.
Chemistry undergrads need to
know how to find physical & chemical
properties, syntheses spectra, crystallographic & safety information
for various substances.
Students need to understand the importance of ethics and the
ability to clearly and concisely
present research.
Desired Information Competencies
Big Picture: The library & scientific
literatureChemical Literature
Properties, spectra, crystallographic and safety information
Scientific communication & ethical conduct
LEARNING OUTCOMESUse library tools effectively
Understand flow of scientific information and communication
Nature & purpose of types of literature
Read and interpret citations
Understand peer-review
Knowledge of ethics, accountability & intellectual property
Locate background information
Database familiarity
Experience with CASSI
Knowledge of patent searching
Understand classification & ID chemical information
Know how to perform a chemical structure search
Ability to locate syntheses information (Reaxys, SciFinder)
Find basic property information
Locate comprehensive property information via SciFinder & Reaxys
Use standard spectra collections
Locate spectra in literature using Reaxys & SciFinder
Find crystallographic data in library resources
Locate safety information for lab work & substances
Awareness of different modes for communicating scientific information
Find style guides and correctly format citations
Use reference management software
Awareness of effective poster presentations
Knowledge of ACS Chemist’s Code
Understand how to ethically use information
Align Learning Outcomes with CoursesReview of the curriculum, scan of literature
addressing CIL, and conversations with faculty led to targeting these classes:
1. General Chemistry 12. General Chemistry 23. Organic Chemistry 1 4. Organic Chemistry 2 5. Inorganic Chemistry
6. Introduction to Chemical Research*7. Chemical and Biochemical Analysis w/ Lab 8. Structural and Physical Biochemistry
* Independent research carried out under the supervision of a faculty member
But wait!! General chemistry 1 & 2? ~ 900
students/year!
Organic chemistry ~ 400 students/year—ALL students benefit from knowing how to find
and evaluate credible scientific information —There is precedent for including CIL in General
Chemistry Lab Sections & this was suggested by SU faculty
—SU averages 61 biochemistry & 48 chemistry undergrads per year
Barriers – real & perceived
Time – not enough time in classes, not enough time to prepare
Big, general classes taught by various instructors; faculty, adjunct faculty, grad students
Implementation will be uneven at best
Why bother teaching Chemical (or Scientific) Information Literacy to non-science majors??
RETRACTED: Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children
The Lancet, Volume 351, Issue 9103, 28 February 1998, Pages 637-641
(Students should be able to use the peer-reviewed scientific literature effectively and evaluate technical articles critically – ACS
Committee on Professional Training)
Faculty Buy-InIntegral for success!
Initiatives employed:
1. Offer reference services in chemistry/biology building one morning/week (many casual interactions with faculty)
2. Send monthly newsletter to faculty highlighting collections & services
3. Personal & social interactions
4. Discuss and talk and chat about this
Addressing ConcernsUsing librarian designed/facilitated exercises
Locknar & colleagues @ MIT describe “Discovering Scientific Information Program” – assert that “minimal additional effort” is required by instructors
Peters @ UCLA – guided exercises for general & organic chemistry classes designed by librarians
Lee Pederson @ Brown has designed a “Chemical Reference” assignment
Many more “under the radar” collaborations!
Assessment of Proposed CIL Instruction
Assessment generally accomplished by assessing student perception of skills, evaluating graded assignments, pre- and post-program assessment tools
Does this measure aptitude for graduate school or employment as a chemist??
We would like to assess CIL skills of graduating student now, and over the next 5-10 years as we systematically incorporate more CIL in curriculum
Challenges Ahead Get faculty to see benefits of increased
CIL in curriculum—Instruction using lab assignments, i.e.
point-of-need, reinforces learning—Multiple instruction sessions in
information literacy promotes retention (one message, one time is not enough)
—We need to teach students how to effectively, ethically and efficiently use information resources
1 of 2
Challenges Ahead Work with faculty this summer to design
lab assignments in one or two general courses – then need all instructors to adopt assignments
Systematically chip away at barriers – time, resources, energy
Success breeds success – keep trying, talking, convincing
2 of 2
Conclusion ALL students benefit from knowing how to
find, evaluate and ethically use information
Librarians & faculty share the same goals – to enable students to learn, question and become responsible, contributing members of society
Remember – we have the tools to integrate more Chemical Information Literacy into the curriculum – we just need an opening.
References(1) Freeman, E.; Lynd-Balta, E. Developing Information Literacy Skills Early in an Undergraduate Curriculum. College Teaching 2010, 58, 109-115.
(2) Garritano, J. R.; Culp, F. B.; Twiss-Brooks, A. Chemical Information Instruction in Academe: Who Is Leading the Charge? J. Chem. Educ. 2010, 87, 340-344.
(3) Gawalt, E. S.; Adams, B. A Chemical Information Literacy Program for First-Year Students. J. Chem. Educ. 2011, 88, 402-407.
(4) Pedersen, L. Library Resource Guides : Brown University Library http://library.brown.edu/gateway/lrg.php?id=482&task=custom&contentid=12428 (accessed 3/5/2012).
(5) Peters, M. C. Beyond Google: Integrating Chemical Information into the Undergraduate Chemistry and Biochemistry Curriculum. Science & Technology Libraries 2011, 30, 80-88.
(6) Special Libraries Association, Chemistry Division and American Chemical Society, Division of Chemical Information Information Competencies for Chemistry Undergraduates: the elements of information literacy. http://chemistry.sla.org/wp-content/uploads/cheminfolit.pdf (accessed 3/15/2012).
(7) Wong, S. H. R.; Cmor, D. Measuring association between library instruction and graduation GPA. College and Research Libraries 2011, 72, 464-473.
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