Integrating Multiple Library Instructions into Undergraduate Chemistry Curriculum: A Practical Model for Information Literacy Training

ABSTRACT

Chemistry is a unique science discipline, which requires special search techniques to locate its enormous information collection. Systematic information literacy training for chemistry students has long been recognized important. Built into chemistry curriculum, a series of library instructions with follow-up assignments have been integrated into the designated core course in a large public university for about a decade. The science librarian implemented this practical model to provide chemistry information training to undergraduates majoring in chemistry or related disciplines, which has been demonstrated effective by the assessment of pre-lecture and post-lecture student opinion surveys conducted over a ten-year period.

KEYWORDS:

• Assessment
• chemistry information
• curriculum
• information literacy
• library instruction
• student opinion survey

Associated content

The pre-lecture and post-lecture surveys were used to collect data and analyzed in this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplemental data

Supplemental data for this article can be accessed online at https://doi.org/10.1080/0194262X.2022.2151059