P879: Integrating information literacy into the junior level organic chemistry experience [WITHDRAWN]

Author: Gretta Siegel, Portland State University, USA


Date: 8/6/14

Time: 4:20 PM4:40 PM

Room: MAK B1112

Related Symposium: S61

At most universities, chemistry majors are required to take a year of organic chemistry. For decades, the introduction to the chemical literature by chemistry departments consisted of sending students to the library to look things up in the paper editions of Chemical Abstracts. Once ‘looking things up’ became simpler, in the digital environment, new approaches were called for to get students to interact with the literature. Many institutions likely dropped whatever ‘library assignments’ they used to have, because they were seen as ‘no longer needed’. As a chemist, and a librarian, I was committed to finding a way to integrate information literacy into the curriculum, in a way that would provide context along with some lifelong learning skills. Over the span of a few years, a ‘library lab’ was developed and permanently adopted into the curriculum of the organic lab course for chemistry majors. The lab includes three hours of lecture and hands-on activity followed by a graded project. The project is a directed annotated bibliography. This presentation will highlight the pathway towards getting stakeholder ‘buy-in’ to this project, the outline of the lecture and lab components, the educational goals of the lab, the details of the assignment, and areas for improvement.