Evolving instruction delivery for chemistry information literacy course
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Date
2013-07-01
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Abstract
At James Madison University, a chemistry information course (CHEM 481) has been taught for over twenty years. During the past decade, the course has been continually
modified to reflect both changes in the skills needed by chemistry majors as well as student performance on course assessments. The course transitioned from a class
taught predominantly by chemistry faculty to one that is co-taught with librarians.
Each class session and assignment is tied to specific learning outcomes from ACRL information literacy standards for the sciences1 and the SLA/CINF information
competencies for chemistry undergraduates2. Course assignments include team based learning activities that allow for greater student interaction. Pre-test and post-test information is gathered on content as well as mode of delivery.
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Keywords
information literacy, chemistry, course assessment, hybrid course, James Madison University