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

Autor/inn/en	Baykoucheva, Svetla; Houck, Joseph D.; White, Natalia
Titel	Integration of Endnote Online in Information Literacy Instruction Designed for Small and Large Chemistry Courses
Quelle	In: Journal of Chemical Education, 93 (2016) 3, S.470-476 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.5b00515
Schlagwörter	Information Literacy; Science Instruction; Chemistry; Models; Scientific Concepts; Information Management; Educational Technology; Technology Uses in Education; Online Searching; Assignments; Undergraduate Study; Librarians; College Faculty; Databases; Maryland + Suchen Sie Ihr Suchwort? Informationskompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Analogiemodell; Procurement of information; Informationsbeschaffung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online-Recherche; Assignment; Auftrag; Zuweisung; Grundstudium; Librarian; Bibliothekar; Bibliothekarin; Fakultät; Datenbank
Abstract	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. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01