Introducing chemical information literacy throughout the curriculum.

1. One-shot Wonder: Integrating
Chemical Information Literacy into
the Curriculum
Linda Galloway
Syracuse 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 information
literacy, 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 GPA
Wong & Cmor @ Hong Kong Baptist University
analyzed library workshop attendance &
graduation GPA of over 8,000 students. They
found:
 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
Chemical
library & scientific crystallographic communication &
Literature
literature and safety ethical conduct
information
Undergraduate Students need to Chemistry Students need to
chemistry students understand the undergrads need to understand the
need 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 clearly
communication and literature including properties, and concisely
know 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
Chemical
library & scientific crystallographic communication &
Literature
literature and safety ethical conduct
information
LEARNING OUTCOMES
Use library tools Locate background Find basic property Awareness of different
effectively information information modes for communicating
scientific information
Understand flow of Database familiarity Locate comprehensive
scientific information and property information via Find style guides and
communication Experience with CASSI SciFinder & Reaxys correctly format citations
Nature & purpose of types Knowledge of patent Use standard spectra Use reference
of literature searching collections management software
Read and interpret Understand classification Locate spectra in Awareness of effective
citations & ID chemical information literature using Reaxys & poster presentations
SciFinder
Understand peer-review Know how to perform a Knowledge of ACS
chemical structure search Find crystallographic data Chemist’s Code
Knowledge of ethics, in library resources
accountability & Ability to locate syntheses Understand how to
intellectual 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 literature
addressing 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 faculty
member

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-nodular
hyperplasia, non-specific colitis, and pervasive
developmental disorder in children
The Lancet, Volume 351, Issue 9103, 28
February 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-In
Integral 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 Concerns
Using 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 Skills
Early in an Undergraduate Curriculum. College Teaching 2010, 58, 109-
115.
(2) Garritano, J. R.; Culp, F. B.; Twiss-Brooks, A. Chemical Information
Instruction 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 for
First-Year Students. J. Chem. Educ. 2011, 88, 402-407.
(4) Pedersen, L. Library Resource Guides : Brown University Library
http://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 into
the Undergraduate Chemistry and Biochemistry Curriculum. Science &
Technology Libraries 2011, 30, 80-88.
(6) Special Libraries Association, Chemistry Division and American
Chemical Society, Division of Chemical Information Information
Competencies for Chemistry Undergraduates: the elements of information
literacy. http://chemistry.sla.org/wp-content/uploads/cheminfolit.pdf
(accessed 3/15/2012).
(7) Wong, S. H. R.; Cmor, D. Measuring association between library
instruction and graduation GPA. College and Research Libraries 2011,