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One-shot Wonder: Integrating Chemical Information Literacy into the Curriculum
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One-shot Wonder: Integrating Chemical Information Literacy into the Curriculum

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Introducing chemical information literacy throughout the curriculum.

Introducing chemical information literacy throughout the curriculum.

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  • 1. One-shot Wonder: IntegratingChemical Information Literacy intothe CurriculumLinda GallowaySyracuse University Library, Syracuse, NY
  • 2. 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 informationliteracy, http://chemistry.sla.org/wp-content/uploads/cheminfolit.pdf
  • 3. 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
  • 4. More Library Instruction = Higher GPAWong & Cmor @ Hong Kong Baptist Universityanalyzed library workshop attendance &graduation GPA of over 8,000 students. Theyfound: If more than 1 or 2 sessions attended – positive GPA impact. Five or more workshops – strong association with higher GPA
  • 5. 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)
  • 6. 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??
  • 7. Desired Information Competencies Properties, Big Picture: The spectra, Scientific Chemicallibrary & scientific crystallographic communication & Literature literature and safety ethical conduct information Undergraduate Students need to Chemistry Students need tochemistry students understand the undergrads need to understand theneed to understand unique features know how to find importance of how the library fits and how to find physical & ethics and the in with scholarly types of chemical chemical ability to clearlycommunication and literature including properties, and conciselyknow how and why background syntheses spectra, present research. to request information, crystallographic & assistance. articles, patents, safety information etc. for various substances.
  • 8. Properties, Big Picture: The spectra, Scientific Chemicallibrary & scientific crystallographic communication & Literature literature and safety ethical conduct information LEARNING OUTCOMESUse library tools Locate background Find basic property Awareness of differenteffectively information information modes for communicating scientific informationUnderstand flow of Database familiarity Locate comprehensivescientific information and property information via Find style guides andcommunication Experience with CASSI SciFinder & Reaxys correctly format citationsNature & purpose of types Knowledge of patent Use standard spectra Use referenceof literature searching collections management softwareRead and interpret Understand classification Locate spectra in Awareness of effectivecitations & ID chemical information literature using Reaxys & poster presentations SciFinderUnderstand peer-review Know how to perform a Knowledge of ACS chemical structure search Find crystallographic data Chemist’s CodeKnowledge of ethics, in library resourcesaccountability & Ability to locate syntheses Understand how tointellectual property information (Reaxys, Locate safety information ethically use information SciFinder) for lab work & substances
  • 9. Align Learning Outcomes with Courses Review of the curriculum, scan of literatureaddressing CIL, and conversations with faculty led to targeting these classes: 1. General Chemistry 1 2. General Chemistry 2 3. 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 facultymember
  • 10. 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
  • 11. 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
  • 12. Why bother teaching Chemical (or Scientific)Information Literacy to non-science majors??RETRACTED: Ileal-lymphoid-nodularhyperplasia, non-specific colitis, and pervasivedevelopmental disorder in childrenThe Lancet, Volume 351, Issue 9103, 28February 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)
  • 13. 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
  • 14. 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!
  • 15. 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
  • 16. 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
  • 17. 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
  • 18. 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.
  • 19. References(1) Freeman, E.; Lynd-Balta, E. Developing Information Literacy SkillsEarly in an Undergraduate Curriculum. College Teaching 2010, 58, 109-115.(2) Garritano, J. R.; Culp, F. B.; Twiss-Brooks, A. Chemical InformationInstruction 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 forFirst-Year Students. J. Chem. Educ. 2011, 88, 402-407.(4) Pedersen, L. Library Resource Guides : Brown University Libraryhttp://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 intothe Undergraduate Chemistry and Biochemistry Curriculum. Science &Technology Libraries 2011, 30, 80-88.(6) Special Libraries Association, Chemistry Division and AmericanChemical Society, Division of Chemical Information InformationCompetencies for Chemistry Undergraduates: the elements of informationliteracy. http://chemistry.sla.org/wp-content/uploads/cheminfolit.pdf(accessed 3/15/2012).(7) Wong, S. H. R.; Cmor, D. Measuring association between libraryinstruction and graduation GPA. College and Research Libraries 2011,