Chemical Information Instruction at   ETH Zürich: Review and Trends        Martin P. Brändle*1, Engelbert Zass1,Lukas Koro...
Have we already lost the information game?   Future use of IT for work & life at Campus study1   (06/2011, 3627 respondent...
Conclusions by survey authors„The survey has revealed the importance ofWikipedia as source of learning materials. Thisshou...
Literature and Database Searching                                                   Type of                        Remote ...
Courses (Bachelor)Topic                                  Che         Che          Int Sci    Pha     Matl        Biol     ...
Time Saver: Virtual Library Tour
Lab CourseInorganic & Metallorganic Chemistry II•  (pre-session: briefing of lab assistants)•  List of compounds to be syn...
Lab CourseInorganic & Metallorganic Chemistry II                                            First course                  ...
Wrap-up session (1h)•  Discussion of  –  Common problems  –  Common mistakes made  –  Identification of correct stereo iso...
PPT presentations as threadwww.infochembio.ethz.ch/kurse_chemie.html       © ETH Zürich, 243rd ACS National Meeting San Di...
Assessment of Chemical Content in           Online EncyclopediasRömpp Online•  no equivalent in   US/GB/AU•  written by ex...
Instructional Setting    Thermodynamics course, 2nd semester•  ~200 students•  Kick-off session   –  Presentation of preli...
Lessons Learned                                          619 ratings,                                                     ...
Orientation Tools© ETH Zürich, 243rd ACS National Meeting San Diego, 2012   14
Recommended Textbook: Catalog Record                                                           Recommended TextbookDate-de...
Recommended Textbook: Details      © ETH Zürich, 243rd ACS National Meeting San Diego, 2012   16
Textbook Portal                                                                               Textbooks StudyCoursesCourse...
Library Navigator (static backup)      © ETH Zürich, 243rd ACS National Meeting San Diego, 2012   19
Conclusions•  Fetch student when they need information  –  Learning, exam preparation  –  Lab courses  –  Research project...
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Chemical Information Instruction at ETH Zurich: Review and Trends

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Presentation given at 243 ACS National Meeting, Spring 2012, in San Diego.

Given the tightly subject matter packed curricula, it is often difficult for librarians to obtain time for scientific information instruction. While this situation exists since several years at ETH Zürich, we have developed a two-pillared strategy which on the one hand tries to meet the students where they have information needs, on the other hand to create tools and services that offer improved access to sources.
First, our scientific information instruction includes basic and advanced lessons that are integrated in chemistry, pharmaceutical sciences, and material science lab courses. These problem-oriented units (including hands-on literature searches for the lab experiment) are taught by qualified scientific staff from the Information Center and accompany students for their Bachelor course, starting in the first term. They are complemented by supporting material for major databases on the web site and individual end-user support. We will review this approach and discuss strengths and weaknesses.
We are also investigating new ways to improve how students assess information. For this, we have carried out a large study with second-semester students who had to rate the German Wikipedia and Roempp Online chemistry encyclopedia with regards to content on chemical thermodynamics, and will report results.
Second, since teaching chemical information is focused on the most important sources, it must be complemented with information services that support the user in locating and judging the appropriate source. As an example, we will present a recently introduced textbook portal that integrates with our library navigator.

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Chemical Information Instruction at ETH Zurich: Review and Trends

  1. 1. Chemical Information Instruction at ETH Zürich: Review and Trends Martin P. Brändle*1, Engelbert Zass1,Lukas Korosec2, Peter A. Limacher2, Hans Peter Lüthi2 1Chemistry Biology Pharmacy Information Center www.infochembio.ethz.ch braendle at chem.ethz.ch 2Laboratory of Physical Chemistry ETH Zürich, 8093 Zürich © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 1
  2. 2. Have we already lost the information game? Future use of IT for work & life at Campus study1 (06/2011, 3627 respondents, 20.3% return rate, D-CHAB ~400 respondents) Electronic aids used for learning for exam? 1.  70.3 % Wikipedia 2.  39.5 % lecture recordings 3.  30.0 % animations 4.  17.3 % none 5.  ... 1 https://www1.ethz.ch/id/projects/abgeschlossen/fit4campus/FIT4CampusEndbericht.pdf © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 2
  3. 3. Conclusions by survey authors„The survey has revealed the importance ofWikipedia as source of learning materials. Thisshould be considered in fields where paid-for onlineproducts are in competition to Wikipedia. First scientific studies on this topic had been made atETHcit.“ © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 3
  4. 4. Literature and Database Searching Type of Remote Problem categories Assistance search Support SourceProcedure Interface known andobvious? useful? appropriate? Yes Yes Yes End-User Help Support, No Yes Yes Supported Training No No Yes Mediated Service Orientation No No No Informed Education Tools © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 4
  5. 5. Courses (Bachelor)Topic Che Che Int Sci Pha Matl Biol Eng SciLibrary intro, „Access“ I I I I II I(Catalog, e-journals, e-books)Org. compounds, preps, react. II II II II IIIBibliographic DB III III III III III EInorg./metallorg. subst., react. III E III E III EWriting, citing, citation mgmt, III E III E III E I-II E III EplagiarismSpectra, physical properties IV IVPolymers, materials IIIPharmaceutical info. (overview) VPatents V EHours (by ICBP) 6 (9) 12 (15) 6 (8) 4 4 3 ICBP, running ICBP, cancelled Department © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 5
  6. 6. Time Saver: Virtual Library Tour
  7. 7. Lab CourseInorganic & Metallorganic Chemistry II•  (pre-session: briefing of lab assistants)•  List of compounds to be synthesized•  Introduction (1 h) –  Molecular Formula and Structure Searching –  Important Reference Works (DIOC, Inorg. Synth.) and Databases (Reaxys, SciFinder) –  Dichotomy Salt – Complex –  Obstacles: coordinative bonds, charges, crystal water, ligand acronyms –  Dot-disconnected formulas; tabular compounds –  Obtaining 1o literature © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 7
  8. 8. Lab CourseInorganic & Metallorganic Chemistry II First course •  DB searches in library premises •  Support by chem. libr.+ lab assistants •  60-80 students, 2.5 hours, 20-30 minute time slots •  Librarian: Support for obtaining 1o & 3o lit. Acknowledgement: Prof. A. Mezzetti •  May repeat weekly ... © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 8
  9. 9. Wrap-up session (1h)•  Discussion of –  Common problems –  Common mistakes made –  Identification of correct stereo isomer of organo- metallic complexes –  Identification of relevant literature –  Obtaining literature (articles, patents) –  Purification –  Analytical procedures (e.g. disaggregation) –  Spectra –  Element composition searches © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 9
  10. 10. PPT presentations as threadwww.infochembio.ethz.ch/kurse_chemie.html © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 10
  11. 11. Assessment of Chemical Content in Online EncyclopediasRömpp Online•  no equivalent in US/GB/AU•  written by experts•  introduction to topicRömpp vs WikipediaassessmentQuantitative & formalaspects: R >> WQualitative (15 expertassessments): W ≥ R © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 11
  12. 12. Instructional Setting Thermodynamics course, 2nd semester•  ~200 students•  Kick-off session –  Presentation of preliminary study –  „You are now the experts!“ –  Form and survey criteria: accuracy, completeness, length, comprehensibility, sources, further reading, web links, graphics, overall mark, target groups•  Non-mandatory assignment (4 weeks time) –  Choose and assess 3 articles out of 30 given•  Presentation of results, discussion © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 12
  13. 13. Lessons Learned 619 ratings, 48% return rate•  Accuracy, sources: R ≥ W•  Higher importance of criteria completeness (36-42%), length (24%), comprehensibility (10-14%)•  Target groups: W for undergraduates, R for graduates•  Fuzzy understanding of concepts source, further reading, graphics, Web link•  Better chance to pass exam when assignment done? No!Full study: L. Korosec et al., Chimia 64, 2010, 309-314, doi:10.2533/chimia.2010.309 © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 13
  14. 14. Orientation Tools© ETH Zürich, 243rd ACS National Meeting San Diego, 2012 14
  15. 15. Recommended Textbook: Catalog Record Recommended TextbookDate-dependent display (Timeline) Spring Autumn 02/2012 09 02/2013 © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 15
  16. 16. Recommended Textbook: Details © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 16
  17. 17. Textbook Portal Textbooks StudyCoursesCourse UnitsLecturers Semesters © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 17
  18. 18. Library Navigator (static backup) © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 19
  19. 19. Conclusions•  Fetch student when they need information –  Learning, exam preparation –  Lab courses –  Research projects è Integrated courses and tools (educational or orientational), task-oriented è Insist on and let discover value of peer-reviewed literature•  Cooperate with faculty and course admins Consulting and support by humans paramount © ETH Zürich, 243rd ACS National Meeting San Diego, 2012 20

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