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Incorporating chemical information literacy into large organic chemistry classes through the laboratory

Description

Abstract:
A structured chemical information literacy curriculum for the organic chemistry laboratory was developed through a collaboration between a laboratory instructor and a physical science librarian from 2007-2014. Class sizes were about 350 (over 50% freshmen) and 250 for semester 1 and 2, respectively. In the two-semester sequence, the instructor and librarian taught the literature of chemistry through library course guides, pre-lab lectures, library assignments, and laboratory reports. The students learned how to use online handbooks, databases, and journal articles to find the experimental values of physical and spectroscopic properties and how to cite the resources. Students demonstrated their learning by successfully completing the library assignments and finding and comparing literature values in the laboratory reports. Learning objective accomplishments were reflected in data collected in 2012-2013.
Notes:
This document is the accepted manuscript version of a published work that appeared in final form in Integrating Information Literacy into the Chemistry Curriculum

Access Conditions

Use and Reproduction
This work is licensed under a Creative Commons Attribution 4.0 International License

Citation

Hess, Kathleen M., and Pedersen, Lee A., "Incorporating chemical information literacy into large organic chemistry classes through the laboratory" (2016). Open Publications at Brown. Brown Digital Repository. Brown University Library. https://doi.org/https://10.1021/bk-2016-1232.ch006

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Collection:

  • Open Publications at Brown

    This collection contains public access and open access versions of scholarly publications authored and deposited by Brown University scholars, including faculty publications in compliance with the Brown Faculty Open Access Policy

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