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.