Article

pubs.acs.org/jchemeduc

Integration of Information Literacy Components into a Large First-

Year Lecture-Based Chemistry Course

Angela Locknar,*, Rudolph Mitchell, Janet Rankin, and Donald R. Sadoway

MIT Libraries, Teaching and Learning Laboratory, and Department of Materials Science and Engineering, Massachusetts Institute

of Technology, Cambridge, Massachusetts 02139, United States

* Supporting Information

S

ABSTRACT: A first-year chemistry course is ideal for introducing students to finding and using scholarly information early in

their academic careers. A four-pronged approach (lectures, homework problems, videos, and model solutions) was used to

incorporate library research skills into a large lecture-based course. Pre- and post-course surveying demonstrated this to be

effective and scalable way to teach these life-long skills, requiring minimal additional effort and time on the part of the lecturer.

KEYWORDS: First-Year Undergraduate/General, Curriculum, Interdisciplinary/Multidisciplinary, Physical Chemistry,

Communication/Writing, Internet/Web-Based Learning, Student-Centered Learning

K CURRICULUM DESIGN AND DEVELOPMENT

nowing how to find appropriate scholarly information is

an essential skill for all undergraduate students. During A variety of factors were considered in the design and

the past decade, greater interest has emerged among educators development of DSIP. These factors included the choice of

in teaching students how to search for, find, and use scholarly database(s), the ease of integration of the project into the

information. A variety of recent efforts centered around existing course content and structure, and minimization of the

chemistry education have had considerable success in amount of additional work for the faculty member.

improving students scholarly research skills and discipline-

Choice of Articles and Materials

specific information literacy.1 5 For example, Forest and Rayne

The large class-size imposed a considerable restriction on the

found that by including primary literature summary projects in

databases and on the other online library resources that could

the first-year chemistry curriculum, chemistry majors developed

be used for student assignments. Initially, the faculty member

increased appreciation for chemistry and reported that they felt

better prepared for subsequent chemistry classes.6 These efforts wanted students to experience the Chemical Abstract Service

(CAS) database, SciFinder. However, with only 11 simulta-

are not limited to classes for chemistry majors, some chemistry

neous seats available at this university and over 500 students

classes for nonscience majors also provide training on how to

search for relevant scholarly chemical information.7,8 Although enrolled in this course, this was not a viable option. Because

library search skills are taught in the context of a chemistry access to the article database Web of Science does not have seat

class, they are generalizable and of value regardless of the restrictions and it indexes the core literature for chemistry and

student s major. Moreover, a core first-year chemistry course physics, it was selected as the primary tool to use for the course.

provides an excellent environment for teaching basic The article database Inspec was also included due to its

information skills early in a student s academic career. In this coverage of physics literature. On the basis of the librarian s

light, the Discovering Scientific Information Program (DSIP) extensive knowledge of both the content and the accessibility of

was introduced into the first-year, solid-state chemistry course: the library collections, she was able to create assignments and

a class that includes more than 500 students, which is more select electronically available articles for the assignments. This

than half of the first-year class. The program explores the nature ensured equal access for all students and avoided a common

of scholarly literature, and the processes and skills required to outcome of many library assignments wherein all students are

conduct successful literature searches.

expected to find and use one, singular print resource.

Working with the teaching and learning laboratory staff, the

Ease of Integration of the Project into the Existing Course

course professor and librarian embarked on a two-year study to Content and Structure

explore the impact of DSIP. The study was guided by the

The history of important discoveries in chemistry and physics,

following questions: with emphasis on the significance of primary sources, was an

By the end of the semester, what value did students place integral part of the curriculum prior to the inception of this

on scholarly research skills? program. In this regard, the introduction of a scholarly research

What impact did DSIP have on students? component into this course was a natural addition to the

Did students confidence as scholarly researchers course.

increase?

The findings are summarized here. Published: February 14, 2012

2012 American Chemical Society and

dx.doi.org/10.1021/ed200252q J. Chem. Educ. 2012, 89, 487 491

487

Division of Chemical Education, Inc.

Journal of Chemical Education Article

Minimization in the Amount of Additional Work for the majors at the end of the first year. In fact, students were

Faculty Member encouraged to complete the assignments without consulting a

librarian. However, all service-desk staff and reference librarians

On the basis of a 2005 survey to help chemistry departments

were provided with the homework assignments and model

identify difficulties in implementing chemical information

solutions to refer to if questions were asked.

instruction, not enough time in courses and faculty too

Prior to and immediately following the completion of each

busy were indicated as barriers.9 The design of DSIP enabled

homework assignment, the course faculty and TAs met with the

the faculty member to focus on the core domain specific

lead librarian. These sessions helped to clarify the wording of

scientific content of the course, while allowing the librarian to

the assignments, guide TAs on how to answer common

address the information literacy component. The librarian and

questions, and emphasize the importance of these assignments

faculty member met several times to select appropriate

in the overall coursework.

resources for the assignments, then the librarian created the

assignments and brought them back to the faculty member and

SURVEY OF STUDENT LEARNINGS

teaching assistants (TAs) for feedback. This close, yet highly

specified collaboration between librarian and faculty member, Subjects

as noted in previous studies,1,7 is essential to the success of this

Participants include first-year students enrolled in the fall 2007

type of project.

or fall 2008 introduction to solid-state chemistry course.

DSIP was also informed by the results of a pilot course of 13

students taught in the fall of 2006.10 The current course Description and Analysis

consists of four primary components. The study included three surveys: library skills pre-survey,

Lectures. As a part of the standard class meeting times library skills post-survey, and learning experience survey. Each

(lectures), the faculty member periodically discussed various survey was given twice. The pre-survey was administered once

aspects of scholarly research. He or she also modeled the online in September of 2007 and in September of 2008; whereas the

search process by utilizing an online database (licensed by the other two surveys were administered in early December of each

university libraries) to locate primary sources of relevance to year.

the current lecture material.11 This component required The library skills pre-survey explored students confidence in

approximately 5 min of lecture time and 30 min of preparation library skills. Students rated their confidence using a five-point

time by the faculty member. scale: not confident at all (1), only slightly confident (2),

Homework Problems. As part of the course requirements, somewhat confident (3), confident (4), and very confident (5).

students were expected to complete three assignments designed The library skills post-survey included the same confidence

to build scholarly research skills, accounting for approximately items as the pre-survey. The learning experience survey (see the

2% of the final course grade. Librarians created these Supporting Information) addressed scholarly research beliefs

assignments with input from the faculty member and course and impact on online search skills and scholarly research

TAs. Each assignment focused on a different primary source, behavior. In contrast to the library skills pre and post-surveys,

but the skills and tools used, such as seeing how many times the the learning experience survey required students to use a seven-

paper was cited using ISI s Web of Science, were comparable in point Likert scale to indicate their level of agreement with

all three assignments (see the Supporting Information). statements that addresses beliefs, impact, and learning

Video Tutorials. As reported by Maness, video tutorials experience. The following phrases represent seven possible

are indeed adequate alternatives to live lectures .12 With this in levels of agreement: strongly disagree (1), disagree (2), slightly

mind, students were encouraged to watch six online videos that disagree (3), neutral (4), slightly agree (5), agree (6), and

were each 1 5 min in length. These videos addressed strongly agree (7).

information literacy topics and demonstrated how to conduct SPSS 17.0 for Mac was used for all statistical procedures;

online searches in ISI s Web of Science. In addition to the descriptive statistics to profile scales, scale items, and related

recommended video tutorials, a set of optional videos were also scale items; principal component analysis (PCA) and factor

made available to students. These videos delved into other analysis (FA) to generate survey scales; coefficient alphas to

information competencies for chemistry undergraduate stu- provide measures of scale reliability; repeated measures analysis

dents,13 such as the scholarly publication cycle and searching to examine differences among items related to primary source

the library catalog, but they did not relate directly to the searches; and paired samples t test to compare students pre

assignments. All videos were created by librarians, taking post scale means.

approximately 60 min per video for initial creation. The videos

Statistical Protocols Used To Construct Survey Scales

are hosted on the university s free video service.14 By relying on

online videos to teach the skills needed to complete the To provide stable and comprehensive measures of the impact

assignments, the faculty member did not need to alter the of the DSIP curriculum, three scales were developed. A survey

traditional course curriculum. In addition, it allowed students to scale consisted of a group of related survey items that

review the material on demand. collectively represented a given behavior. A group of items

Model Solutions. After completion of the homework were initially identified from the library skills survey to

problems, students received model answers provided by represent a confidence-in-library-skills scale (confidence) and

two groups of items were identified from the learning

librarians (see the Supporting Information).

It should be noted that the program included neither visits to experience scale to represent beliefs about scholarly research

a physical library nor any face-to-face interactions with skills scale (beliefs) and impact on search skills scale (impact-

librarians; this was intentional. Students were encouraged to skills).

use the video tutorials for their assignments. Participants were A cross-validation design followed to determine scale

not introduced to any one librarian as they are typically homogeneity, stability, and viability. Principal components

assigned a subject-specific librarian when they declare their analysis (PCA) and factor analysis (FA) were run on the 2007

dx.doi.org/10.1021/ed200252q J. Chem. Educ. 2012, 89, 487 491

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Journal of Chemical Education Article

Learning Experience Survey-Impact on Online Searching

cohort data to determine which survey items should compose

Skills

each scale. These results were confirmed by running PCA and

FA on the 2008 data. See Table S1 in the appendix (in the The impact-skills scale provides a measure of the impact of the

Supporting Information) for cross-validation FA factor loadings curriculum on online search skills in terms of awareness, usage,

and description of the FA protocol. A list of each scale s items and increased effectiveness. The scale s mean of 5.03 suggests

and its coefficient alpha can be found in Tables S2, S3 that respondents view the program as having a significant

(appendix). impact. They responded positively to all seven-scale items; for

four of the items, the means were greater than 5.00, which is a

clear indicator of the program s impact. Their responses

RESULTS AND DISCUSSION

indicate that as a result of the scholarly research training they

Six hundred and fifty-nine freshmen completed the library skills

are more aware of the large number of resources they are able

pre-survey, library skills post-survey, and learning experience to access online (5.45), more likely than before to use the

survey: 293 participated in 2007 ( 07 cohort) and 366 library s online research tools to identify relevant materials

participated in 2008 ( 08 cohort) with response rates of 46% (5.25), and more able to function effectively as a researcher

(293/632) and 67% (366/547), respectively. The two cohorts (5.05) (see Table S3 in the appendix in the Supporting

responded similarly on the three surveys. Because of this Information)

similarity, this section reports on beliefs and findings based on Students indicated that, as a result of the DSIP training, they

combined 2007 and 2008 data. knew how to search for primary sources (Table 1, a). When this

Learning Experience Survey-Scholarly Research Behavior

during the Semester Table 1. Differences in Knowing How To Search,

Appreciating, and Actually Searching Primary Sourcesa

Responses to several questions suggest that by the end of the

semester students had begun to adopt DSIP behaviors: 40% Meana (SD) N

Statement

reported using research tools (online library databases) during

(a) As a result of the scholarly research training, I 5.05 (1.52) 656

the semester for class assignments other than the chemistry know how to search for primary sources.

course. In addition, 28% indicated use of such tools to look up (b) As a result of the scholarly research training, I 4.75 (1.56) 653

articles unrelated to class assignments. Given that pre-survey appreciate the importance of primary sources.

responses suggested that many first-semester first-year students (c) As a result of the scholarly research training, I am 4.57 (1.56) 656

more motivated to search for primary sources.

possessed limited knowledge of online skills, these usage a

Students used a seven-point Likert scale to indicate their level of

responses are encouraging; they imply that during the semester

agreement with each statement: strongly disagree = 1, disagree = 2,

students began to apply what they learned.

slightly disagree = 3, neutral = 4, slightly agree = 5, agree = 6, strongly

Learning Experience Survey-Beliefs about Scholarly agree = 7.

Research Skills

behavior is compared to two related behaviors (Table 1, b, c),

The DSIP curriculum emphasizes that scholarly research skills

an interesting pattern emerges. The three statements represent

are important for first-year students to acquire, are essential for

a continuum from knowing to doing: knowing how to search

academic and professional success, and play a significant role in

for primary sources, appreciating their importance, and being

judging the validity of information. Data in Table S2 reveal the

motivated to search for them. The three means are respectively

degree to which students agree with these statements. The

5.05, 4.75, and 4.57; thus, as the behavior shifts from knowing

beliefs scale consists of four items that collectively measure how

well students beliefs reflect the DSIP themes. On average, to doing, the means decrease. A repeated measures procedure

(Table 2) was performed on the three items. Results indicate

students responded to each scale item with a 5.45 (scale range

is 1 7 with 4 as neutral). This relatively high mean suggests that the three means differ from one another at statistically

significant levels, which suggests that more than chance

that students value scholarly research skills. Means of several

accounts for the differences. We speculate on the causes.

scale items demonstrate how strongly they hold these views:

Given their academic workload and pace, students may be

I believe scholarly research skills are valuable skills for

reluctant to devote time to searching for primary sources, a

freshman to learn. 5.75 process that they may view as too time-consuming. Another

Knowing how to conduct scholarly research plays an possible cause for the difference might be that greater

important role in one s professional life in judging the instructional effort is necessary for students to change behavior

credibility of information. 5.66 such as overcoming reluctance to search for primary sources

I believe knowing scholarly research skills will be of value (doing) than to learn how to conduct online skills (knowing).

beyond my academic work. 5.47

Library Skills Survey-Confidence

Responses to three nonscale items illustrate students awareness

On the pre-survey, students expressed confidence using

of the importance of scholarly research and indicate strong

Google, understanding the meaning of plagiarism, and

student support for the inclusion of scholarly research skills in

understanding the difference between primary and secondary

the course.

sources. They reported less confidence about using EndNote

I believe the scholarly research skills I learned will be and RefWorks, the libraries Web page, article databases, and

relevant to my academic work at MIT. 5.67 print or online library resources. They also reported little

I believe the scholarly research skills I learned will be confidence in both understanding the scientific publication

useful during my undergraduate experience. 5.62 cycle and in knowing which library to use to research a specific

I see the value of introducing scholarly research skills topic. On the post-survey, students expressed confidence in the

into the course. 5.12 use of citations, call numbers, and publications such as

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Table 2. Repeated Measures Results Using the Wilks Lambda Distributiona

Mean Difference (I J)

Primary Sources (I) Primary Sources (J) SE Sig

I know how to search for primary sources. 2. I appreciate the importance of primary sources. 0.296 0.041 0.000

3. I am more motivated to search for primary sources. 0.470 0.044 0.000

0.296

I appreciate the importance of primary sources. 1. I know how to search for primary sources. 0.041 0.000

3. I am more motivated to search for primary sources. 0.174 0.036 0.000

0.470

I am more motivated to search for primary sources. 1. I know how to search for primary sources. 0.044 0.000

0.174

2. I appreciate the importance of primary sources. 0.036 0.000

a

F = 55.958, hypothesis df = 2, error df = 647.

handbooks, encyclopedias, and journals as well as confidence in The results of the assessment of the program suggest that

the three areas they indicated on the pre-survey. They showed scholarly research skills can be successfully integrated into a fast

the least confidence in the use of EndNote and RefWorks, paced, chemistry course numbering over 500 students: the

understanding the scientific publication cycle, and knowing concept is scalable. The library staff and collections were not

which library to use. These areas of least confidence were not overburdened in the days prior to the homework due dates.

covered in primary content, although they were included in the TAs were able to grade the homework as part of their regular

optional videos. grading schedules. In staff meetings to discuss and provide

In terms of pre post comparisons, the results are positive. feedback on the program, TAs also reported increased

For 15 of the 18 library skills, students showed improvement. confidence in their own library research skills. A longitudinal

study to determine whether students exposure to scholarly

Moreover, the mean of the confidence scale increased from

3.24 to 3.67 on a five-point scale, a statistically significant research skills had a lasting impact on their research behavior is

difference that demonstrates the strength of the impact of the underway. The results of this study will be presented in a future

curriculum on students library skills. These results, added to publication.

the evidence of the impact data from the learning experience Future revisions of the assignments are planned to create

survey, present a strong case for the effectiveness of the even stronger connections between the assignments and the

curriculum. course material. These revised assignments will not only require

The largest pre post increases relate to using citations, that students find appropriate articles, but also that they read

libraries Web page, article databases, and print and online and understand the articles. Additional assessment will be

library resources such as journals and full-text articles. The needed once the new assignments are incorporated. Librarians

three skills in which students reported no gains relate to the will continue to work closely with recitation class instructors

meaning of plagiarism, use of Google, and knowing how to and TAs to ensure that assignments are clear, videos are

contact library staff for assistance. In each case, the lack of gain informative, and the student experience is positive. This project

can be explained. Because students reported a high level of has resulted in permanent inclusion of this topic in the course

confidence about their understanding of plagiarism on the pre- curriculum and an ongoing partnership with librarians to ensure

survey, a ceiling effect precluded the likelihood of their making its success. In addition, the libraries are pursuing possible

additional gains. As for Google, it was not the aim of the collaborations with faculty in other first-year and core science

curriculum to increase students use of Google, but to introduce courses such as biology and chemistry.

them to other search engines. That students made no gain in

ASSOCIATED CONTENT

learning how to contact library staff for assistance may relate

* Supporting Information

simply to the curriculum not discussing the roles of librarians, S

how they may serve as resources, or the context in which first- Sample homework with model answer; appendix including

year students may want to seek support from the library staff Tables S1 S4; student learning experience survey 2008.This

(see Table S4 in the appendix).

material is available via the Internet at http://pubs.acs.org.

CONCLUSION AUTHOR INFORMATION

Students strongly support the inclusion of scholarly research Corresponding Author

skills in the solid-state chemistry course. They see the value of

*E-mail: abqq6h@r.postjobfree.com.

introducing these skills into this course and believe that the

skills will be relevant to their academic work. They reported ACKNOWLEDGMENTS

that the DSIP experience had an impact on their online search

The authors would like to thank the d Arbeloff Fund for

skills in terms of awareness, usage, and increased effectiveness.

Excellence in Education for their support of this project.

They rated highly four of seven items that compose a scale that

measures the curriculum s impact on online search skills.

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(10) Locknar, A.; Sadoway, D. R. Abstracts of Papers, 234th ACS

National Meeting, Boston, MA, Aug 19 23, 2007; American Chemical

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