Integrating Chemical Information into the Undergraduate Curriculum

Lawal, Ibironke

doi:10.1300/j122v20n01_03

Cited by 10 publications

(3 citation statements)

References 32 publications

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“…The literature contains numerous examples of chemical information instruction as it pertains to undergraduates (Drum, Primack, Battiste, & Barratt, 1993;Hostettler & Wolfe, 1984;Lawal, 2001;Matthews, 1997). This literature also touches upon similar instances of all four aspects of instruction discussed by Kazlauskas. In some cases the techniques described may be transferred to the instruction of graduate students; however, there is scant literature on chemical information instruction originally designed for graduate students.…”

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confidence: 91%

Ice Cream Seminars for Graduate Students: Imparting Chemical Information Literacy

Garritano¹

2008

Public Services Quarterly

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This article provides information on a chemical information literacy program designed primarily for new graduate students. The full implementation of this program is discussed, including defining its purpose, topics covered, content presented, methods of marketing, and evaluation. The result is a series of voluntary seminars given biweekly throughout the academic year. Seminars are based either around a particular resource or database or are centered on a topical problem that may be addressed using multiple resources.Evaluations show that graduate students are pleased with the seminars, including content covered and the format. Areas for future development and experimentation are also suggested.

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confidence: 91%

Ice Cream Seminars for Graduate Students: Imparting Chemical Information Literacy

Garritano¹

2008

Public Services Quarterly

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“…Using concepts from information literacy , , we have designed, modified, and assessed a series of assignments for chemical research literacy over the last six years. We also evaluated student usage of our library holdings and made significant changes to our journal subscriptions, reference collection, and database licensing to better support these assignments and research literacy goals.…”

Section: Introductionmentioning

confidence: 99%

Beyond Chemical Literature: Developing Skills for Chemical Research Literacy

2010

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The American Chemical Society (ACS) Committee on Professional Training (CPT) presented new ACS Undergraduate Professional Education guidelines that were implemented in Spring 2008 (1). One notable change is the summary of student skills in section seven. This section discusses skills that chemistry graduates should master to become successful professionals. Many of these skill sets were implied in previous guidelines, but now they are clearly articulated in one place. We appreciate this change and would like to address two specific areas, Chemical Literature and Communication skills, and the incorporation of these skills into our curriculum.The previous and current guidelines suggest that a course in Chemical Literature is one way that undergraduates can be exposed to and learn how to retrieve information from the chemical literature, including chemical abstracts and other online database tools. We recognize that search and retrieval skills are important, but what does it mean "to use the chemical literature effectively and efficiently" (2)? Our interpretation of this statement is the ability to evaluate, interpret, and incorporate chemical literature when communicating; we call this chemical research literacy.We contend that stated Chemical Literature skills (search and retrieval) are not the same as chemical research literacy, because the previous lacks development of the higher-level skills of evaluation and interpretation. In a review of our department curriculum, we believed that chemical research literacy should be introduced before the spring term of the junior year when our students typically complete the Chemistry Literature course.

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“…By recognizing similarities that exist between science-teaching standards (the National Science Education Standards) and information standards (American Association of School Librarians' Information Power Standards) and sharing their common interest in student learning, librarians and science teachers can form meaningful partnerships 19 . In developing collaborative relationships to create learning community, the nature of interactions among the librarians, faculty members and the students become crucial 20 .…”

Section: Review Of Literaturementioning

confidence: 99%