ERIC Number: EJ1048211
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 22
The Evolution of Library Instruction Delivery in the Chemistry Curriculum Informed by Mixed Assessment Methods
Mandernach, Meris A.; Shorish, Yasmeen; Reisner, Barbara A.
Issues in Science and Technology Librarianship, n77 Sum 2014
As information continues to evolve over time, the information literacy expectations for chemistry students also change. This article examines transformations to an undergraduate chemistry course that focuses on chemical literature and information literacy and is co-taught by a chemistry professor and a chemistry librarian. This article also describes results from assessment of both content knowledge and student perception, and discusses how the assessment was used to inform changes to the course. This type of student assessment and evaluation has not previously been examined in the delivery of required undergraduate chemistry information courses. Since this course has used in-person, online, and blended delivery methods, the article describes what students can learn from online modules, and where they need more intensive classroom instruction.
Descriptors: Library Instruction, Delivery Systems, Chemistry, Educational Development, Information Literacy, Undergraduate Students, Librarian Teacher Cooperation, Action Research, Student Attitudes, Course Evaluation, Performance Based Assessment, Achievement Gains, Information Skills, Pretests Posttests
Science and Technology Section, Association of College and Research Libraries. 50 East Huron Street, Chicago, IL 60611. Web site: http://www.istl.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Virginia