Integration of EndNote Online in information literacy instruction designed for small and large chemistry courses

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dc.contributor.authorBaykoucheva, Svetla
dc.contributor.authorHouck, Joseph
dc.contributor.authorWhite, Natalia
dc.date.accessioned2017-02-08T20:40:28Z
dc.date.available2017-02-08T20:40:28Z
dc.date.issued2015-12-21
dc.description.abstractThe 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.en_US
dc.identifierhttps://doi.org/10.13016/M2VZ5Z
dc.identifier.citationBaykoucheva, S.; Houck, J. D.; White, N., Integration of EndNote Online in information literacy instruction designed for small and large chemistry courses. Journal of Chemical Education 2015, http://dx.doi.org/10.1021/acs.jchemed.5b00515en_US
dc.identifier.urihttp://hdl.handle.net/1903/19141
dc.language.isoen_USen_US
dc.publisherAmerican Chemical Societyen_US
dc.relation.isAvailableAtDigital Repository at the University of Marylanden_us
dc.relation.isAvailableAtUniversity of Maryland Librariesen_us
dc.relation.isAvailableAtUniversity of Maryland (College Park, MD)en_us
dc.subjectCheminformaticsen_US
dc.subjectComputer-Based Learningen_US
dc.subjectCurriculumen_US
dc.subjectUndergraduateen_US
dc.subjectInformation literacyen_US
dc.subjectLearning outcomes assessmenten_US
dc.subjectPubMeden_US
dc.subjectReaxysen_US
dc.subjectSciFinderen_US
dc.subjectChemistryen_US
dc.subjectBlended instructionen_US
dc.subjectSurveyMonkeyen_US
dc.subjectEndNoteen_US
dc.subjectBibliographic managementen_US
dc.subjectBaykoushevaen_US
dc.subjectLibGuidesen_US
dc.subjectWeb of Scienceen_US
dc.subjectScopusen_US
dc.subjectGoogle Scholaren_US
dc.subjectChemical propertiesen_US
dc.subjectStructure searchingen_US
dc.subjectChemSpideren_US
dc.subjectPubChemen_US
dc.subjectChemistry libraryen_US
dc.subjectScience librariansen_US
dc.subjectChemical literatureen_US
dc.subjectDatabasesen_US
dc.subjectScientific informationen_US
dc.subjectChemical informationen_US
dc.titleIntegration of EndNote Online in information literacy instruction designed for small and large chemistry coursesen_US
dc.typeArticleen_US

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