Science information literacy and the role of academic librarians

Baykoucheva, Svetla

doi:10.1016/b978-0-08-100195-0.00006-8

Cited by 2 publications

(4 citation statements)

References 14 publications

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“…Expanding information literacy to include bibliographic management and other new areas of interest to students and researchers might require reskilling of librarians who need to have working knowledge of these technologies. It also inevitably challenges the current concept of science information literacy and how librarians can contribute to it …”

Section: Discussionmentioning

confidence: 99%

“…EndNote Online () was used as an example of a bibliographic management program, but other similar tools (e.g., Mendeley, Papers, RefWorks, Zotero, and Readcube) were also mentioned during the instruction. More detailed evaluation and comparison of these programs is available elsewhere. , The training on EndNote allowed students to quickly learn how to use the program. After getting familiar with its basic features, students performed searches in each of the databases, narrowed down results by different criteria and categories, and exported selected references to their EndNote libraries.…”

Section: Elements Of the Blended Information Literacy Modelmentioning

confidence: 99%

“…It also inevitably challenges the current concept of science information literacy and how librarians can contribute to it. 23 Our future plans are to create a more coordinated program for gradually introducing students in different science courses to more and more sophisticated tools and approaches for finding and managing scientific information and avoid duplication of effort and repetition of content.…”

Section: Journal Of Chemical Educationmentioning

confidence: 99%

“…More detailed evaluation and comparison of these programs is available elsewhere. 22,23 The training on EndNote allowed students to quickly learn how to use the program. After getting familiar with its basic features, students performed searches in each of the databases, narrowed down results by different criteria and categories, and exported selected references to their EndNote libraries.…”

Section: Resources Covered In the Instructionmentioning

confidence: 99%

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Integration of EndNote Online in Information Literacy Instruction Designed for Small and Large Chemistry Courses

2015

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The blended model for information literacy instruction described in this article introduces students not only to efficient techniques for finding scientific literature and properties of chemical compounds, but also to managing this information with a bibliographic management program (EndNote Online). The model blends face-to-face instruction with online tutorials posted on a LibGuide page prepared for each course. A graded online assignment designed in SurveyMonkey was used to assess student learning. During the instruction, students learned to find literature in Google Scholar, PubMed, Scopus, SciFinder, and Web of Science. They also searched for properties of chemical compounds in ChemSpider, PubChem, Reaxys, and SciFinder using a chemical name, molecular formula, CAS Registry Number, or by drawing a molecular structure. The results from the assignments showed that students learned how to find literature and chemical property information efficiently and use a bibliographic management program to store, organize, share, and cite references. This article presents the implementation of the model in two small (40−60 students) and one large (380− 460 students) undergraduate chemistry courses. The information literacy instruction described in this article was carried out in more than 20 undergraduate and graduate courses at the University of Maryland College Park. It provided more than 5000 students with versatile skills that they can use throughout their college education and even later in their professional life. The design of the model and its implementation was a result of a close collaboration between the chemistry librarian and the course instructors. KEYWORDS: First-Year Undergraduate/General, Second-Year Undergraduate, Upper-Division Undergraduate, Cheminformatics, Curriculum, Computer-Based Learning, Hands-On Learning/Manipulatives, Internet/Web-Based Learning ■ INTRODUCTIONWith science becoming more interdisciplinary and complex and the volume of publications growing so quickly, it is becoming increasingly difficult for students and researchers to find and manage scientific information efficiently. Management of scientific information includes how students and researchers perform a search, narrow down results, export references to a bibliographic management program, and insert citations in a Word document. Teaching students how to find chemical information and manage scientific literature more efficiently could help them use such transferable skills not only in a particular course but throughout their college education and later in their professional life. 1 Information literacy instruction has been a major responsibility of chemistry librarians for decades and many articles describe how such programs were introduced in the chemistry curriculum. 2−8 Two recent books, "Chemical Information for Chemists: A Primer" 9 and "The Future of the History of Chemical Information" 10 include chapters written by experts in chemical information who share their vision of the field and its future. They also pro...

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Section: Discussionmentioning

confidence: 99%