chemistry librarians as teachers
TRANSCRIPT
This article was downloaded by: [Stony Brook University]On: 26 October 2014, At: 22:36Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH,UK
Science & Technology LibrariesPublication details, including instructions forauthors and subscription information:http://www.tandfonline.com/loi/wstl20
Chemistry Librarians asTeachersArleen N. Somerville a & Carol Carr ba University of Rochester , Rochester, NY,14627-0236, USAb University of Pennsylvania , Philadelphia, PA,19104-6323, USAPublished online: 20 Oct 2008.
To cite this article: Arleen N. Somerville & Carol Carr (1998) Chemistry Librarians asTeachers, Science & Technology Libraries, 16:3-4, 3-30, DOI: 10.1300/J122v16n03_02
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Chemistry Librarians as Teachers: New Partnerships
for a New Environment Arleen N. Somerville
Carol Carr
SUMMARY. While librarians have always done infonnation instruc- tion. the increasindv electronic environment offers new oooortunities u , ~~
and'compclling arguments to work with facultyin teachihi informa- tion searching knowledge and skills to students. This article revicws reasons why chcmical information instruction is important to studcnts and faculty. offers sunnestions for devclo~inn vartncrshivs with facul- . -. ty and computing st:*, and provides tips for overcoining barriers to teaching effectively. Specific infonnation knowledge and skills need- ed by chemistry students are outlined and ways to teach are reviewed. Tips on designing class sessions are provided, along with a selected list of general and chemistry teaching resources. [A~icle copies available
f i r . a fie fioa The Haworlh Docw~enl Delivery Service: 1-800-342-9678. E-mail addless: ge/i~fo@awor~/li.corr~]
INTRODUCTION
Chemistry librarians in colleges and universities, along with librarians in all other settings, are spending more and more time
Arleen N. So~ncrville is Head, Science & Engineering Libraries and Chem- istry Librarian, University of Rochester, Rochester, NY 14627-0236 (c-mail: [email protected]). Carol Carr is Chemistry Librarian, Univer- sity of Pennsylvania, Philadelphia, PA 19104-6323 (e-mail: [email protected]. edu).
[I.laworlll co-indexing elrlly notc]: "Cllcmislry Lib~nrians us Teachers: New I'arlncrsl~ips rot n New Environ~nent." Somcrvillc, Arleen N. nnd Carol Carn Co-published si~nultaneously ill Scicr~cc & li,ch,rolo~, Librnries (The Iiawortl Press, Inc.) Vol. 16. No. 314. 1997, pp. 3-30; and: Cl~e,sicnl Lihrar.inrwkip: Clrolleuge,~ nwd Oppor.t~t~rific,v (ed: Arleen N. Somerville) The Hawonli Prcss. Inc.. 1997, pp. 3-10 Sl~lglc o;nruluple cop~moftlr~san~cle arc awilnble i o ~ a icc 601nThe I l m v o ~ ~ l ~ Docu~ncnl Delive~y Scwicc [I-800-342-9678,9:OU a In. - 5:00 p.m (IIST). E-mall ndd~zw g~'tl11f0~~1nw011~1 cum].
O 1997 by The Haworth Press, Inc. All rights reserved. 3
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4 Chernical Librarianship: Citullet~ges and Opportu~iities
teaching library users. We will discuss the reasons why teaching has increased for librarians, and the specific challenges and opportuni- ties that this phenomena presents for academic chemistry librarians. We will also offer some suggestions for chemistry librarians who are beginning or enlarging their teaching
Librarians have alwavs done instruction. However. the advent of the electronic library has prompted a significant increase in this activity. There are several reasons why. Some electronic sources are not intuitive to use. T 11311 is not what springs to mind when you want to display a record from a search. Although web-based search- ing is quickly revolutionizing search mechanics, users must still learn about the coverage, indexing policies, and special features of databases to use them effectively. Increasingly in academic settings users can choose from a menu of electronic tools. Users in this environment must learn how to evaluate options to select the opti- mal resources for a particular job. A search for information on fullerene microtubules will produce different results in INSPEC, General Science Index, and Chemical Abstracts. Which source is appropriate for the users' needs? What criteria will they use to decide? Also, electronic versions of print sources often have added features which might be overlooked unless users are alerted to them. (For example, the related records feature of electronic ver- sions of Science Citation Index.) In addition, the demand for instruction is increasing as freshmen enter, complete with America Online accounts, and encounter a whole new set of information sources. These students EXPECT to use electronic resources and quickly find that they need some guidance when faced with large discipline-specific databases.
There are important reasons to capitalize on this increased de- mand for guidance and instruction from the student, faculty and librarians' perspectives.
YOU MEAN EVERYTHING IS NOT IN MY TEXTBOOK? WHY STUDENTS NEED CHEMICAL
INFORMATION INSTRUCTION
Sh~dents can no longer function effectively with only the tradi- tional tour and a quick introduction to the CRC HandbookofChem-
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Arleen N . Sort~erville otrd Card C a w 5
istvy and Physics. The wealth of resources and technologies avail- able today often confuses the uninitiated before it can help them. This is especially true in chemistry libraries. Chemists depend heavily on their literature and value it highly. Chemists benefit from some of the best compilations and indexes which exist (such as Cher?iical Abstracts and the Beilstein Handbuch der Organischen Chemie). But these resources can be difficult for experienced chem- ists to use, let alone chemistry students. Information skills are too important for students to pick up along the way.
The American Chemical Society recognizes this. Its Committee on Professional Training Guidelines for undergraduate chemical education states "Students preparing for professional work in chemistry must learn to retrieve specific information from the enor- mous and rapidly expanding literature. The complexity of this task is such that one can no longer easily acquire the necessary skills without some formal instruction."' while librarians see firsthand how valuable information searching skills are for students, it may be necessary to present a convincing case to persuade others of the importance of supporting such instruction in the curriculum. The following list of reasons for teaching information searching skills was developed by a group of academic and industrial librarians, faculty, and industrial chemists for presentation to chemistry de- partment i hair men.^
1. My Report I s Due Toniorrow and I Need. . .
Students need information to solve chemical problems in their courses, e.g., finding preparation, spectra, or properties of a com- pound. It is not obvious to students what sources to use and how to use them. For example, the Dictionavy of Organic Conipounds is more complex than reference sources that students used in previous courses. Instruction reduces frustration that accompanies lack of understanding of organization and access points, which can result in ignoring library resources. It also helps students avoid' that last minute panic when they try to find information 30 minutes before lab begins.
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6 Chentical Librariattship: Challenges and Opporlunilies
2. Working Smarter
Students will be more successful in courses and in the research lab if they learn to select the appropriate sources and know how to use them efficiently.
Chemical information sources are increasing in number and vari- ety, with many in one and often more than one electronic format. It is increasingly essential to help students learn to evaluate relevant sources so they select the optimal sources for questions and learn to use the diverse electronic formats efficiently. For example, it is more efticient to look in Beilsteink Handbuch der Organischen Chernie to find the dielectric constant of diethylamine than to look in Chemical Abstracts.
Students DO value information instruction when they see that it helps them save time and produce results. In a recent exchange on the chemical information sources listsew, a senior majoring in chemistry mentioned that his school had just began offering an information course the previous year. He said: "My one regret is the fact that before this class I didn't have a clue about most of this information. . . . I would go so far as to say I'm definitely not alone. This wealth of information should not be an elective in this day and age, especially in such a broad and complicated field such as chem- istry. Every incoming chemistry major should be briefed . . . early on . . ."3 Such a reaction was echoed by two students in another institution who, after completing a course in chemical information, said "I only wish I had taken the chemical literature course earlier in my college career" and "The chemical literature course was one of the most usefhl courses I took in college."4
In addition, information seeking skills learned for chemistry courses can transfer to other courses. For example, after learning that there are chemistiy dictionaries, students can then expect that there are also biological, environmental, and medical dictionaries.
For more advanced students and researchers, faculty will find that members of their research groups who learn to search indepen- dently will be more productive.
3. Sniarf Career Move
Graduates at all levels who enter industry will be more successful on-the-job if they have good information skills. In fact, employers
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Arleeti N. Somerville and Carol Caw 7
increasingly expect new hires to enter the workforce with these skills, which are highly valued. A recent American Chemical Soci- ety publication, in the section on Skills/Traits Desired by Employ- ers, notes that industry wants "people who understand how re- search is done, who know where to get information, and who are lifetime learner^."^
Lifetime learning has become a necessity. Today scientists can expect to hold more than one job during their careers with each job very likely requiring the mastering of a new subject. Educators and employers alike are responding to this emphasis on continual learn- ing by calling for information literacy.6 We can piggyback on this trend by promoting chemical information literacy.
Graduates who enter industry need to be proficient information seekers immediately upon joining the organization. This is the mes- sage from industrial employers in small and large organizations and at all levels (i.e., group leaders, research directors, and company officers). Depending on the nature of the job, graduates may also need to know how to locate information in such related subject areas as environmental information (EPA, Occupational and Health Safety requirements), competitive intelligence, chemical marketing, engineering and manufacturing, or a d ~ e r t i s i n ~ . ~ Hopefully, the chemist will find that skills acquired in learning how to use and evaluate chemical information resources can be translated to related disciplines.
With this increased emphasis on efficient information gathering, graduates can gain an edge with potential employers, when they include information searching skills and courses in their resumes. The president of a small chemical engineering company said, dur- ing a phone reference check, that the student's information search- ing experience would give her the job offer over other qualified candidates.' Chemical job ads in major publications such as Cherni- cal & Engineering News increasingly specify information skills as preferred qualifications. A recent pilot project that investigated the perceived importance of information searching skills to employers in all fields concluded that such skills are important and do influ- ence hiring decisions.*
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8 Chemical Librarianship: Challenges and Opporfunifies
4. A Good Career Move in Acadenre Also
Graduates who enter academe face staying current on changes in scientific specialties and pedagogical techniques, as well as compet- ing for grant and contract funds to support teaching and research. Increased emphasis on students acquiring research experience dur- ing undergraduate years requires that faculty have active research programs with the financial support to maintain such programs. In addition, future faculty need to have the knowledge and recognize the importance of impressing upon their students the importance of learning information searching skills and incorporate such opportu- nities into their courses.
ENLIGHTENED SELF INTEREST- WHY FACULTY WILL WELCOME LIBRARIANS
Although teaching is often added to the list of tasks chemistry librarians perform without any duties being subtracted, teaching offers advantages for librarians as well as students and faculty:
It puts the librarian in an active rather than passive role as a in education rather than keeper ofthe books.
It is a visible rather than a behind-the-scenes activity. Librari- ans are out in the classrooms, not behind a desk in a library ofice. The librarian is viewed as a partner in the educational process rather than as overhead. It adds value to the library's collection by increasing use of the items purchased. This is especially important in chemistry, where the resources are particularly expensive. If big ticket items, such as the Dictionary ofNatural Products CD-ROM, are not used because students are unaware of their existence or don't know the enhancements available in an electronic ver- sion (such as structure searching), budget support for these items will dwindle. It adds value to students' education. A well developed library instmction program can be a recruitment tool for the college/ university. When prospective students tour the library, the in- fonnation instruction program can add another selling point
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Arleen N. Sornerville and Carol Carr 9
along with the number of books in the collection. "We teach all of our students how to navigate the information highway." Information skills are also a valuable addition to a graduate's resume.
NEW OPPORTUNITIES
Today, library teaching efforts are more likely to be requested, welcomed, and appreciated. Eyes often glaze over during the tradi- tional "your friend the catalog" lecture, because most users feel they know how to use a book. However, many users (including faculty) realize that they need help using electronic sources. Faculty increasingly want their students to use electronic library resources for projects and papers and will invite the librarian to give a brief introduction on using a database. This is a good foot in the door. Once class time has been slotted for an information skills compo- nent, you have an opportunity to suggest that part of the grade for the paper be based on the database search performed. The assign- ment can be as simple as requiring a printout of references.
Overselling of the Internet is another opportunity for librarians. Students are often disillusioned when they spend hours surfing and come up with only minnows of information. Students (and faculty) may be more 'willing to invest time in learning how to use cornrner- cia1 databases after a few frustrating surfing sessions. A good exer- cise is to illustrate the difference in information retrieved by search- ing for a topic like metallocenes on the Internet and in a database. his is espe&ally usefid when talking to administrators who wonder why expensive databases are needed, when "everything is on the Internet."
New Partnerships (05 an Opporturiity We Can't Refuse)
Increased teaching by librarians can be viewed as an opportunity to re~osition the librarian as a more central olaver in the academic and planning activities of the college or uni;er;ity. Many fear that the virtual library will change the role of librarians adversely. The opposite can also happen. When library resources are distributed to dorm and desktop, we are adding value to those resources. We can
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I0 Chenlical Librarianship: Challet~ges and Opportunities
retain visibility as providers of that value if we are seen as individu- als who facilitate use as well as provide access. If we do not take this role, the vacuum will be filled by others. As Carla Stoffle said, "If we do not act now we risk being left as storehouses . . . The members of our communities-the faculty and students-have be- come customers and they have a rich and growing array of choices from which to select their information providers and support ser- vices. Academic libraries are no longer the only game in town or the monopolies we once were."9 Chris Ferguson and Charles Bunge consider "holistic computing environments" and collaboration across administrative lines as important service values in the largely digital library.1° To carve out a role in this new environment, new relationships must be developed with other sectors of the academic community.
New Partnerships with Faculty
The roles of the teacher and the providers of learning resources have developed separately in higher education, but it is time for these roles to converge.ll This will not be easy to accomplish. Faculty are the subject experts and see teaching as their turf. When courses and curricula are developed, the librarian may only be consulted in the context of what resources will be available (usually print-based), rather than what information skills should be devel- oped along with the subject knowledge taught in the course. Many librarians have recognized the need for a more coordinated ap- proach to teaching information skills, but we must work hard to convince our colleagues.
Although it is difficult to modify roles and perceptions, especial- ly in conservative organizations like colleges and universities, sev- eral trends are setting the stage for change. Educators, business leaders, and librarians are calling for the develo ment of critical 7 thinking skills, including managing inf0rmation.l This perceived need can provide an opportunity for introducing information skills into the curriculum, along with other changes.
Another trend is the accelerated pace of change in electronic resources. Faculty are beginning to realize that they need help in evaluating new information tools or new formats for old sources. The Chemical Abstracts publication they learned to use in print
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Arleen N. Somerville and Ca1.01 Carr I I
form as students has metamorphosed into the CA and Registry File on STN or Knight-Ridder's Dialog Information Service, SciFinder, the CA Student Edition on Firstsearch. and CA on CD. How can faculty design assignments to take ad;antage of these sources if they are not aware of what they can do? Given this situation, faculty may be more receptive to the librarian's help and input into course components.
If faculty realize that information skills enhance their students' competence, they can become valuable allies in ensuring that prop- er resources are available to support this educational effort. Faculty can also be advocates in college and university forums to ensure that adequate computer and training facilities are provided for ti- braries.
Faculty at many universities are being encouraged to incorpo- rate new technologies into their courses as one way to enhance teaching and learning. Computing services on these campuses play a critical role in aiding faculty efforts. This trend offers librarians yet another opportunity to help provide resources and guidance for faculty facing new facets to their teaching. At some universities such as Stanford University, the University of Iowa, the University of Illinois-Chicago, and the University of Rochester, libraries have added programs that provide instruction and offer facilities for student and faculty development of course material.14 In other universities, such as the University of North Carolina, libraries cooperate closely with computing services to offer resources for faculty and student use.15 A number of libraries have developed web pages that offer resources and sample course pages that pro- vide ideas for faculty in their course development.I6 Even if an academic library does not have a designated unit for this work, individual librarians can work directly with faculty to provide additional resources for their course web pages. Such pages can provide information resources for course work @rint and electronic) available both locally and beyond; link to guides such as a list of writing guides, tips for completing library assignments, or tips for preparing presentations; and list the subject librarian's email ad- dress and phone number.
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12 Chernical Librarianship: Challenges and Oppo,?unities
New Partirerskips with Coii~putiiig Staff
Now that the library catalog is computerized, libraries have forged links with campus technology centers to ensure that their electronic resources can function in an institution's electronic envi- ronment. We need to expand this collaboration into instructional efforts. It is often hard to establish partnerships in this arena. Should the computer center provide Netscape training, should the library, or should both? If a user asks a librarian for help on downloading a plug-in to view molecules in 3-D, should they be referred to the computing center or to their department computing staff! More and more we will be dealing with training and support issues where the technology is entwined with the information tool. Again, this can be an op ortunity for librarians, which libraries are beginning to ex- ploit.# We can reposition ourselves as enablers for electronic re- sources. If we take on the role of technology translator we become part of the electronic revolution instead of one of its victims. Librarians are in a good position for this task. We are on the front- line. We see first hand the problems that users have interpreting on-screen commands. We are neither computer techies nor neo- phytes; hence we can translate a help document from techno-jargon to user-friendly English.
BUT Z CAN'T POSSIBLY! BARRIERS FOR LZBRQRIANS
Most librarians will agree that there are compelling reasons to become more active in educating users. However, some may won- der: "How can I possibly embark on any expanded teaching pro- gram? Look at the obstacles 1 face." Not all obstacles can be over- come in all cases, but perhaps some of the common problems might be at least partially solved.
Lack of funds for expensive resources is a common problem. However, many information skills are not resource-specific, so even a small school on a limited budget can provide instruction. Students can still be taught to evaluate and compare resources using materials at hand. For example, in order to contrast the currency and extent of information found in a journal article with information
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Arleen N. Somerville and Cam1 Caw 13
found on that same topic in a textbook, one can easily find a journal article on a topic in a journal owned by the library or request a copy via interlibrary loan. Also, when describing the different types of chemistry articles ("letters," review, full research, etc.) one can use articles acquired via interlibrary loan. OCLC's Firstsearch offers less expensive ways of searching electronic versions of a number of databases, such as General Science Index, Medline, and Chemical AbstractsStudent Edition (with a print subscription). Some chemi- cal databases are still most economically available via online sys- tems such as Knight-Ridder's DIALOG Information Service and STN International. Both systems provide learning or training files and each has a reduced rate for academic searching. The DIALOG Classroom Instmction Plan includes access to Beilstein and the Chapman & Hall chemical dictionaries, while the STN Internation- al Academic Plan makes structure and bibliographical searching of Chemical Abstracts available at significantly reduced rates.
Creative use of free sources and demonstration versions of prod- ucts on the Internet and elsewhere can give students a feel for information resources. STNEasy! provides a demonstration search of Chemical Abstracts on the web. Tables-of-contents for a range of chemistry journals are available on the Internet. The Uncover ser- vice provides inexpensive searching of over 17,000 journals.18 Pub- lishers' web sites currently offer free tables-of-contents searching for journals. The IBM Patent Server provides both patent claims and images inexpensively.1g With the Chernical Patents Plus! stu- dents can use Chernical Abstracts indexing to retrieve U.S. pat- e n t ~ . ~ ~ This service requires a Chemical Abstracts Service account, but searching is free. A free, searchable version of the molecular biology portions of Medline is currently available on the Web via the National Center for Biotechnology ~nformat ion .~~ Chemistry resources on the Web listed in the Appendix to this article include several information courses that can substitute for local access.
How to get started can be a major question. For librarians with a chemistry background, a first step may be to identify courses that include library assignments. Timing instruction for specific assign- ments, the "teachable moment," generally is superior to general, in-case-of-need i n ~ t r u c t i o n . ~ ~ Offering to participate in classes is especially effective when one can quote students who say the
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14 Chemical Librariarrship: Challenges and Opportunities
instruction would have been great to have before the assignment or they could see the value of efficiently using the optimal sources. One success story can lead to another. Drawing on a file of success- h l quotes is a good way to convince new or reluctant faculty. Key faculty who involve librarians are good advocates for librarians and can win over their colleagues. Ideas for incorporating information into the curriculum can come from discussions with curricular com- mittees and student groups. For those librarians who don't have chemistry or science degrees, lack of subject knowledge can be a barrier to mounting an instructional program. Sitting in on selective introductory classes can provide basic understanding of the sub- jects. In a small library sheer lack of staff, no matter WHAT degree they hold, may hinder initiating an instruction program. Fortunately help on preparing and presenting lectures is available. A range of materials which provides instructional scripts, class examples and exercises is available for chemical information instruction. Some of these resources are listed in the Appendix of this article. Also, information company representatives are often willing to provide an introductory lecture. Information company and database help desks are another easily accessible resource for ideas on how to present a topic, or help understanding of a database feature.
WHAT TO TEACH Once we are convinced that chemical information instruction is a
good idea with advantages for students, faculty, and librarians, the next hurdles are what to teach and how to teach it. There are several textbooks and other resources available to instructors, which are mentioned in the Appendix to this article.23 In addition, the authors have developed guidelines for content of an instruction program, which have been reviewed and discussed in several forums.24
Students should know the characteristics of the various types of chemical publications: journals, patents, review publications, hand- books, and abstracts and indexes. Undergraduate students should be able to: locate background material on a topic; find review articles; compile a list of an author's publications; find information on the preparation and properties of compounds (using molecular formula, name, and Registry Number); and use a citation index. They should also be aware that reaction and structure searching databases exist.
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Arleen N. Son~etvilfe and Carol Carr 15
Graduate students, as well as advanced undergraduates doing research, additionally should be able to conduct comprehensive searches on a topic; utilize appropriate sources in related fields such as biology, physics, and medicine; conduct reaction and structure searches; and monitor current literature to stay current on a topic.2S
Evert More Basic Skills: Critical Evaluation of Resources
But perhaps the most important skills are not subject specific. These are the analytical skills which help a chemist evaluate and use current information sources eficiently and decipher how to use h ture sources they will encounter. Because of the wide array of resources, students must learn how to select the most suitable re- source to answer a specific question. Because information exists in both print and electronic versions, students must learn what advan- tages each medium offers. Ofien students are fascinated by elec- tronic databases and use them for every question. Students may not be aware of such valuable print compilations as the "Comprehen- sive" series from erga am on.^^ Reviewing the chapter on "Tetranu- clear Clusters of Ruthenium and Osium" provides a complete and much faster introduction than conducting a database search with subsequent consulting of articles.
Several articles provide general guidance for teaching critical thinking skills to s t~den t s .~ ' Teaching chemistty can draw on these general guidelines and apply them to evaluating information sources and process. Some specific criteria that students should learn to apply include:
subject coverage publications covered (what types of sources are covered, how many) currency (how fast a reference gets into the database, frequen- cy of database update) organization of information and data indexing policies access points special feature and shortcuts (p after Registry No. in electronic versions of Chemical Abstracts for preparation articles)
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16 Chemical Librarianship: Challenges and Opporlutiities
With many electronic searching options available for the same data- base, students need to learn how to select the most appropriate option and when an expert searcher should be consulted.
THE INTERNET-AN INSTRUCTION OPPORTUNITY
A new challenge for librarians and faculty is teaching students when to use the Web and how to critically evaluate the quality and comprehensiveness of Internet resources. The Internet is popular with students and may be the first and possibly only resource they use. Yet, the Web is like "a swamp into which the unwary can almost instantly sink and get lost. There are no standards or quality control. There is no editorial intervention, no permanence, no guid- a n ~ e . " ~ *
Guides such as Purdue University Libraries The Savy Studentk Guide to Library Research emphasize "evaluating the quality of information regardless of where it is found." In particular, the Guide insists that users look closely at the reliability, credibility, perspective, and purpose of i n f ~ r m a t i o n . ~ ~ Articles30 and Web pages31 are available to teach students how to use the Internet effectively. Esther Grassian developed a succinct list of questions for critically evaluating Web resources.32 Another site describes a workshop conducted by librarians at the University of Washington which provides faculty and teaching assistants with information they can use to teach students to think critically about Internet resources.33
In addition to teaching students how to evaluate Web resources, examples can be used to emphasize the importance of using re- sources that have been evaluated, organized, indexed, compiled and archived for reliable and permanent access. A 1996 comparison of searches conducted using several Web search engines with the re- sults of database searches to locate scientific information on the Web "estimates . . . that the maximum number of documents which can be found on the Net is less than 10% of the number that can be found using a good scientific database like INSPEC or C A S . " ~ ~ Local examples can be developed to demonstrate appropriate and inappropriate reliance on Web resources.
This evaluation process is aided by the evaluated groups of Web
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Arleeri N. Sot~~et~ville ottd Carol Caw 17
resources that have appeared. Students should be introduced to these resources and encouraged to look for these evaluated sites as another way to use the Web effectively. (One could make the com- parison of refereed and non-refereed journals.) Several subject-spe- cific evaluated sites have been developed in the United Kingdom. OMNI is an evaluated compilation of medical web sites and EEVL is a similar source for engineering.35 Several chemistry sites exist that list selected sources, including ChemDex and the annual "Chemistry on the Internet-Best of the
WAYS TO TEACH
Information searching skills can be taught in a variety of ways: a separate course, integration into courses, short courses, workshops, or presentations to research groups. See Wade Lee and Gary Wig- gins, "Alternative Methods for Teaching Chemical Information to Undergraduates" in this volume for a summary and discussion on the advantages and disadvantages of separate courses and integra- tion into courses.
Whatever method is used, the instruction should relate to and support the curriculum. It should be in tune with the chemistry department's view of the curriculum. A librarian may be able to convince a department to add a chemical information course by emphasizing the value of a systematic and coordinated approach, but some departments may not accept that suggestion. ~heniidenti- fying and initiating other proposals are necessary and have been successful.
A Separate Course
A separate course may be taught by a librarian, a librariadprofes- sor team, or a professor with contributions from the librarian. While organization of courses has generally not changed over the years, the resources and teaching techniques continually evolve (see Ali- son Ricker's article in this volume). With professors facing the challenges of staying current with constantly changing electronic resources, librarians have increased opportunities to become more involved in joint activities for separate courses. This increased in-
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18 Chetnicul Librariansltip: Cl~ullenges and Opportunities
volvement will hrther enhance the credibility of librarians and contribute to librarians being viewed as partners in teaching.
Iittegratiorr into Courses
How information searching skills can be incorporated into courses is determined to a large degree by the department's curricu- lum and rescarch programs. Developing a good understanding of the content and teaching objectives of courses helps determine when information assignments would promote pedagogical pur- poses. Discussions with faculty and curricula committees are valu- able ways to develop this understanding and propose ideas for information assignments. Reviewing course syllabi and laboratory manuals, as well as monitoring questions asked by students at the reference desk, can prompt discussions with faculty about incorpo- rating information instruction into courses. Additionally, a librarian can emphasize that students who have a sense of how to proceed when they come to the library will not feel frustrated and negative about information searching. Instead, it will be a positive experi- ence that they can build on and look forward to developing the skills that they will use in lifelong learning.
Teachiirg at the Research Level
Research problem-solving requires a broad scope of print and electronic resources. A proactive librarian with knowledge of the department and information resources available, along with the ability to package and sell the ideas, can select the appropriate method. In addition to separate courses and integration into courses, options include short courses, workshops, research group presenta- tions, group lecture demonstrations, and one-on-one sessions by appointment or as needed.
Workshops frequently focus on a specific topic, such as electronic searching, ways to stay current on a topic, and new resources in a specific area of chemistry. Local interests would determine possible topics. In a 1993 survey about chemical information instruction in US. chemistry departments, workshops were used in 10% of the schools.37 A related method is a group demonstration, which can
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Arleen N. Somerville and Carol Caw 19
offer instructions about Internet resources (jobs/careers/salary, fund- ing, other general references sources), how to access and display full text of electronic journals, and others based on local interest.
Research group meetings offer a setting to inform and update researchers in a specific subject area about information resources and searching techniques targeted directly to information they need. Involving group members in advance by asking them to identify difficult-to-find information can help focus the presentation to make it more relevant. Or, discussions with faculty in the group could offer opportunities to develop questions that the group could then work through using information presented by the librarian. While time-consuming to develop, this presentation can be very effective. Staggering such presentations to various research groups over more than one year can make this effort more feasible.
Short courses can cover 1-2 weeks or more. It is generally diffi- cult to get agreement from departments for a course longer than 2 weeks. The contents of a short course will vary to meet local needs. A general approach might be to divide the course into two parts: resources and techniques needed by all students (Chernical Ab- stracts; citation searching; patents; sources of properties; current awareness techniques; poster, writing, presentation skills) and re- sources and techniques by chemical specialty (organic, inorganic1 organometallic, physical, polymers, materials-related, and bio-re- lated).
HOW TO TEACH: DESIGNING A SESSION
Designing an effective teaching presentation is crucial to ensure positive results. Two general points are important. First, it is very helpful to understand when and how chemists use information sources. Talking with faculty about their favorite sources and searching techniques and the stages in their teaching preparation and research projects that require information is valuable informa- tion. It is also useful to know how they describe information search- ing to their students. This enables the librarian to use techniques and sources that reinforce faculty discussion with students rather than conflict with their teaching. Attending classes can help also, espe-
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20 Chemical Libmriunship: Challerlges and Opporiwtilies
cially if library questions are assigned. Trends in chemical educa- tion, such as how to improve general chemistry courses, can be gleaned by glancing at issues of Cheinical & Engineering News, Journal of Chentical Education, and the American Chemical Soci- ety, Division of Chemical Education's ~ e w s l e t t e r . ~ ~
Another important rule is to know your audience. Some typical questions to ask include: What topics have students worked on that can be used as a base to build on? Are the students taking the course because they are enthusiastic about chemistry and plan to pursue it as a career, or are they taking the course because it is required for other professional goals? Are the students recent high school gradu- ates or are they returning to school? Today's high school graduates have grown up in a different world than baby boomers and, as a result, have different expectations. Of,the eight "Generation-X fac- tors" identified by David Cannon, four that especially affect instruc- tion librarians are: craving for stimulation; a need for personal contact; preference for concrete, s ecific information; and a desire J' to learn leading-edge t e c l ~ n o l o g ~ . ~ Catherine A. Lee discusses how instruction librarians can use this understanding when planning instruction sessions.40
TEN PLANNING FACTORS
Ten factors are especially important to consider when preparing a teaching session:
1. Deterniiite Your Objectives
Be sure the session supports the professor's objectives. Focus on a few major objectives per session. Determine what skills the stu- dents need to complete the class assignment, e.g., learning tech- niques for identifying unknown compounds or how to use a specific resource. Relating skills to specific lab experiments is effective. Or, if it is a research group presentation, what information searching skills should be emphasized for their research questions? It is cru- cial to avoid inundating students in one session with all the info~ma- tion they will ever need to know. Under such circumstances, stu- dents are ove~whelmed by information and are not likely to remem-
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ber anything and may opt out of future sessions. It is far better to provide selected information that students recognize will help them complete their assignments efficiently and productively.
Always mention at the beginning of the session what your objec- tives are for their learning in terms that will ensure their success in completing assignments. Say "when we are done with this assign- ment, you will know how to use several major sources efficiently for locating physical properties at different temperatures." Then, they are willing to listen this time and, if the experience is produc- tive, will be receptive to learning new skills in the future.
2. Be as Interactive as Possible
Incorporating interactive components takes additional planning effort and requires that one be willing to risk not relying on a set presentation. Learning to accept less control requires practice, e.g., permitting some silence when asking a question and accepting that all points may not be mentioned by small groups reporting back to the full group. But, the enormous advantages to involving students leads to greater learning. Being lectured to does not engage Genera- tion-X students' minds nearly as much as involving them.41
In some cases, such as large classes, it is a challenge to think of ways to involve students. However, even small efforts can engage them. For example, in a large class one may ask for a show of handehow many have used the CRC Handbook of Chemistry and Physics? Or, ask students to write down how many journals they think Chemical Abstracts covers, and then ask: how many had less than 1,000? How many had 5,000? How many had 10,000? Or, bring to class the one volume for a year of General Science Index and all the volumes of Chemical Abstracts for the year. The contrast in size can make a visual impact about CA's comprehensiveness that words alone cannot achieve.
In smaller classes, such as laboratory groups, one can divide the class into 4-5 groups and ask them to examine major sources and answer specific questions that identify the information useful for their assignments and how that information is found. After a short time each small group can report to the entire group. The instructor can circulate among the groups to aid their efforts if they are sty- mied. Any major points omitted in the small group reports can be
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22 Cl~en~ical Librarianship: Cl~allenges and Opporlut~ilies
added by the librarian. If the reports are not as organized as would be optimal, the librarian can summarize the major points again.
Team and small group assignments can often be valuable. Coop- erative learning techniques are described by Sara Penhale in her article "Cooperative Learning Using Chemical Literature" in this volume. Steps need to be taken to ensure that team members all experience the full range of learning experiences. If that is not possible, individual questions that are variations on a common for- mat can be effective in ensuring a full experience for each student.
3. Use Relevant Examples
Examples should be relevant to class content. That piques stu- dents' interest and encourages them to pay attention. Discussions with professors and reviews of course syllabi and lab manuals are helpful in identifying relevant examples. For example, one can use a compound similar to what students will use in their laboratory. Or, if students have recently learned about the Diels-Alder reaction, use the original article to demonstrate how to use citation indexing.
4. Use a Varieq of Techniques
Traditional lecture instruction is not appealing to visually-ori- ented, Generation-X students.42 For a lecture presentation, consider using questions to the group, blackboard, transparencies, power- point outline, computer simulation, or canned demonstration. If time permits and instruction lends itself, use small group work. An important factor in the electronic environment is whether to do a live presentation or a canned demonstration/simulation. Online is most effective4 is live and students' questions can be answered immediately. However, not all lecture rooms offer online access. It is also risky-unplanned searches based on students' questions may not make the essential points, logging in can eat up valuable time, you'may not be able to log in to the desired files, and typing takes time when working alone. It is best to have a back-up plan-such as a canned demonstration or transparencies.
5. Coiisider Usirtg Hartdouts-i~t Priiit and oii the Web
Handouts should be brief and easily readable. Use headings and bullets to identify the most crucial points. Print handouts allow
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Arleen N. Sotnerville and Carol Caw 23
students to follow the discussion and annotate from the discussion. It is best to make sure there is some information in the lecture not in the handout-this provides incentive for students to pay attention. It is often useful to suggest when an especially important point is being made, so they can be sure to make that note.
To capitalize on many students' penchant for te~hnology?~ one can use the Web for instruction materials or to provide more exam- ples. Examples are found on the American Chemical Society, Divi- sion of Chemical Information, Education Committee web page44 or individual chemistry library web pages.
6. Rein force Major Points
It is valuable to reinforce major points with statements such as "the 3 most important ideas to remember are . . ." Students respond to comments that highlight major points.
7. Keep the Sessiort Crisp, Cortcise, and Easy to Follow
Think about the flow of information throughout the presentation. Plan how one idea will build on another. One option is to retain the same compound or topic example when explaining several re- sources. This avoids students' need to re-focus their thoughts un- necessarily and offers opportunities to compare and contrast differ- ent sources. This comparison can help them develop their skills in evaluating the best sources to search for specific questions.
8. Monitor the Audience Reaction
Watch students' reactions to determine what works and what does not work. When do eyes glaze over? When do side discussions occur? This will signal the need to rephrase, explain in more detail, or ask a question. It is also one way to refine future presentations.
9. Evaluate
Evaluation aids continual refinement of instruction. Techniques range from informal discussion with students and faculty to formal
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24 Cliernical Librariatiship: Challenges and Opporltrtiities
evaluation forms.45 The Association of College and Research Li- braries' Instruction Section offers several print and Web aids for conducting an evaluation. (See Appendix to this article.)
10. Practice, Practice, Practice
Effectively presented sessions ensure a higher degree of teaching success with greater assurance that faculty will support continued participation. Practice can ensure more polished and professional presentations and provide thc security needed to incorporate inter- active learning techniques. Try your session out on colleagues, friends, or spouse. Have a dry run if possible in the room you will use. If you use equipment, be sure that you know how it works. Sometimes it is the simple things that can stump you: how does the screen come down; how do you turn out the lights or dim them?
CONCL USZON
Librarians are in a unique position today. We have the resources and skills necessary to help our institutions take full advantage of technology to improve education. By forming teaching partnerships with faculty we can extend our traditional role of resource provider to become an active participant with faculty in teaching students to be productive professionals. As more resources become electronic and are distributed via networks rather than from a reference desk, we must work to ensure that we change our programs and practices. On most campuses we are ahead of the wave in using and under- standing electronic resources. We need to ride that wave by sharing our expertise via instruction and collaboration with faculty or we may be bypassed.
NOTES
I. Utidergraduafe Professionu Edttcatiotl in Chenrisuy: Guidelines atld Evalrra!iori Procedwes. Washington, D.C.: American Chemical Society, Commit- tee on Professional Training, 1992, p. 12. Available: http://www.acs.org/cpt. guide.htm
2. Bascd on presentation by Somerville, Arleen N. "Modern Chemical In- formation in the Curriculum," to the Rocky Mountain Regional Meeting of
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Chemistry Department Chairmen, Sept. 29, 1995, Pullman, Washington. Spon- sored by American Chemical Society's Committee on Chemical Abstracts Ser- vice and Education Committee of the American Chemical Society, Division of Chcmical Information.
3. Schutte, Erick, CHMINF-L Chemical Infortna/ion Sottrces discussion list. May 5 , 1995. Distribution addrcss: [email protected] Administrative address: [email protected]
4. Matthews, Fred J. "Chemical Literaturc: A Course Composed of Tradi- tional and Online Searching Techniques," Journal of Chemical Educafiot~, 1997 (In press).
5. Curtmf Trends in Chenrical Technology, Business, and En~ployn~ent, Washington, D.C.: American Chemical Society, 1994, p. 31-33.
6. Oberman, Cerise. "The Need for lnformation Literacy: Now!" part of a panel discussion on "The Transformed Academy: Technology & lnformation Lit- eracy," December 10, 1996, Washington, D.C., Annual conference of the Middle State Association of Colleges and Schools, Commision on Higher Education. A number of colleges and universities have recognized the importance of informa- tion literacy skills. Obcrlin College's Faculty Library Committee published a Sep- tember 20, 1996 report that discussed "lnformation Literacy and the Oberlin Education." Thc Library responded with workshops and activities aimed at in- creasing ways of incorporating information literacy into the curriculum. Sec http://www.oberlin.edtI/-1ibrary/referencc/WT97/wt97frontdoor.html The Uni- versity of Wisconsin Parkside incudcs an information literacy requirement for graduation. See http://www.uwp.edullibrary/
7. Russell, Elizabeth. Personal conversation, May 1995. 8. Avery, Chris and Kctchner, Kevin. "Do Instruction Skills Impress Employ-
ers?" College & Research Libraries 57: 249-58; 1996. 9. Stofle, Carla J. "The Emergence of Education and Knowledge Manage-
ment as Major Functions of the Digital Library," Follett Lecture Series, Nov. 13, 1996. Sponsored by the United Kingdom Office for Library and lnformation Net- working, based at the University of Bath. Available: http://www.ukoln.ac.uk/follett/ stoftle/paper.html
10. Ferguson, Chris D. and Bunge, Charles A. "The Shapc of Services to Come: Values-Based Refercnce Service for thc Largely Digital Library" College & Research Libraries 58:252-65; 1997.
I I. Downing, Richard. "Learning Futures." DeLiberalions 017 Teaching and Learning in Higher Education; A Magazine for A c a h ~ i c s , Librarians and Edrrcalional Developers [Online). From London Guildhall Univcrsitv. Available: http://www.lgu.ac.uljdeliberations/resourceddebate/downinghtnl ( ~ e b . 1 1, 1997).
12. Kaufman, Paula T. "Information Incompctcnce; Are We Neglecting Our Duty to American Education?" ~ibrary ~orrrnal'l 17:37-39; Nov. 14, 1992; Lewis, David W., "Traditional Refcrence is Dead, Now Let's Move on to Important Questions," The Jounral of Acadenric Librarianship 2 I : 10- 12; 1995.
13. Current k n d s , ACS, Washington DC, p. 31-33; Kauftnan, "lnformation Incompetence," p. 37-39.
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26 Chernical Librarianship: Challenges and Opporlrtnitie~
14. Stanford University's Research & Instructional Support. Available: http:llwww-leland.stanford.edu/deptlSUL/rits/; University of Iowa Library's In- fomation Arcade. Available: http://www.arcade.uiowa.edu/arcade/; Univcrsity of lllinoisChicago Library's lnfoTech Arcade. Available: http:Nwww.uic.edu.depts/ liblarcadel; University of Rochester Library's Multimedia Center. Available: http://www.lib.rochester.edu/mmu
15. University of North Carolina's lnstitutc for Academic Technology includes The Cybrarian. Available: http://www.iat.unc.edu/cybrarylcybrary.html
16. University of Rochester Libraries. Technologies for Teaching and Learning web page. Available: http://www.lib.rochester.edu/ref/it/
17. Stimson, Nancy and Schiller, Nancy. "Internet Rx Office Visits: Just What the Dr. Ordered," College and Research Libraries News 57:723-25; 1996.
18. http:l/uncweb.carl.org/ Uncover is an online article delivery service, a table-of-contents database, and a keyword index to approximately 17,000 jour- nals. Customer Service is available from 1-800-787-7979.
19. http://patent.womplex.ibm.com This patent resource, made available by IBM, offers searching of and document delivery of U.S. patents back to 1971.
20. http://casweb.cas.org/chempatplus/ Provided by Chemical Abstracts Ser- vice, it offers searching of U S . patcnts from 1975, with partial coverage from 1971-74, with CAS indexing.
2 1. http://www3.ncbi.nlm.nih.govlEntrez/ Provided by the National Center for Biotechnology Information, National Library of Medicine.
22. Dusenbury, Carolyn and Pease, Barbara G. "The Futurc of Instruction," Jotmtal of L ibmy Adntinis/,ntion 20:114; 1995.
23. Wiggins, Gary. Chemical Information Sources. New York: McGraw-Hill, 1991. An updated electronic equivalent for some information is listed in the Ap- pendix under Chemical lnformation Sources from Indiana University, CIS-IU, which is availablc at http://www.indiana.edu/-cheminfo. Wolman, Yecheskel. Chentical Injorr~tation: A Practical Guide lo Utilizalion. 2nd ed. New York: Wiley, 1988.3rd edition expected 1997. Maizell, Robert E. How to Find Chernical Infonnation: A Guide for Practicing Chemisls, Ed~rcators, and 9udenls. 2nd ed. New York: Wiley, 1987.3rd edition expected 1997.
24. Cam, Carol and Somerville, Arleen N. "Coping with the Transformation of Chemical Information," in Using of Cornprrters in Chentistry and Chenzical Education, Washington, DC: Amcrican Chemical Society, 1997 (p. 109-31); Somerville, Arlecn and Carr, Carol. "Chemical lnformation Instruction in Aca- deme," National Chemical Information Symposium, Burlington, VT, June 1994.
25. Carr and Somerville. "Coping." 26. Abel, Edward W. et al., cds. Contprrhensive Organontetallic Chentisr~y 11.
New York: Elscvier Science, 1995, vol. 7. 27. Gibson, Craig. "Critical Thinking: Implications for Instruction." RQ 35:
27-35; 1995; Chappell, Virginia A., Hensley, Randall, and Simmons-O'Neill, Elizabeth. "Beyond Information Retrieval: Transforming Research Assignments into Genuine Inquiry." Jo~rrnal of Teaching Writing 13:209-24; 1994.
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28. Miller, William. "Let's Straighten Out the Misconceptions about Electron- ic Information," College & Research Libr,aries 58:6-8; 1997.
29. Brandt, D. Scott. "Evaluating Information on the Internet," Con~prrters ill Libraries 16, 44-46; 1996. URL for the Guide: http://thorplus.lib.purdue. edul-techman/eval.htmI
30. Auer, Nicole. "Bibliography on Evaluating lntemet Resources." From Virginia Polytechnic Institute and State University. Available: http:lrcfscrver.lib. vt.edu/libinst/critthink.ht~n
3 1. Doran, Kirk. "The Internot: Helping Library Patrons Understand What the Internet is Not (Yet)," Cort~piders it1 Libraries 15:22-26; 1995.
32. Grassian, Esther "Thinking Critically about World Wide Web Resources." Available: http://www.lib.ucla.edu/libraries/colIcge/instructlcritical.htm (May 9, 1996)
33. "Teaching Students to Think Critically about Internet Resources." A workshop designed by University of Washington librarians for faculty and teach- ing assistants. Available: http://weber.u.washington.cdu/-libr56O~ETEVAL/index. html (May 9, 1997).
34. Lebedev, Alexander. "Best Search Engines for Finding Scientific Informa- tion in the Web," Chen~Eclz, 2619; July 1996. Also available at http://www. che~n.msu.su/eng/cornparison.html
35. OMNI is a gateway to Internet resources in medicine, bionledicine, allicd health, health management and related topics. Available from the OMNI Consor- tium currently located at the Greenfield Medical Library, Nottinghatn. Available: http://omni.ac.uW; EEVL, Edinburgh Engineering Virtual Library, is a gateway to engineering information on the Internet. The primary site for the consortium is Heriot-Watt University Library. Available: http:/leevl.icbl.hw.ac.uk/
36. The Shcfficld (University of Shefficld, England) ChemDex points to over 3,000 Internet sites. Available: http://www.sl~cf.ac.uk/-chcm/clle~ndex/; Chemis- try on he Internel: The Best of the Web 1995. Stcvcn Bachrach, Thomas Piercc and Henry Rzepa. Available: http://www.ch.ic.ac.uk/infobahn/boc.ht~nl; Clrenlis- try or1 the 1nler.net Tlre Best of the Web 1996. Henry Rzepa, Steven Bhrach, and Thomas Pierce. Available: http:/ihaekbeny.chem.niu.edu:80/intranetdbow96 html ie edu: 8 0 . . .
37. Somerville, Arleen N. "Chemical Information Instruction in United States College and Universities: A Survey," American Chemical Socicty Fall Meeting, Division of Chemical Education, Chicago, August 1993. Papers P w s e ~ e d al (he Atrlerica~l Chetnical Sociefy Meeling, Chicago, Atrgr~st 1993, CHED 0103.
38. http://jchemed.chem.wisc.edu/Di~CHED/#newsletter. Editor, Betty Moorc, Department of Chemistry, University of Wisconsin, Madison.
39. Cannon, David. "Generation X: The Way They Do the Things They Do," Jorrlrlal of Career Plarlilirtg & Etirploytner~l 5 1 :34-38; 1991.
40. Lce, Catherinc A. "Teaching Generation X," Reseanch S1rategie.s 1456-9; 1996.
4 1. Ibid. 42. Ibid.
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28 Chernical Librarianship: Challenges and Opporrunilies
43. Ibid. 44. "Searching CA on STN International" Available: http://www-sul.stanford.
eduldeptslswain/edcinf/edcinf.html (1997); "Teaching Chemical Information: Tips and Techniques." Available: http://www-sul.stanford.edu/depts/swain/ed- cinf/mo/cont.html (1997).
45. Shonrock, Diana D. Evalualing Libraty hstvuction: Sample Questions, Fortns, a11d Strategies for Practical Use. Chicago: American Library Association, 1996; Mager, Robert F. Preparing Instructional Objectives, Rev. 2nd ed. London; Kogan Page, 1991; American Library Association. Association of College and Research Libraries. Instruction Section. Read This First: An Owner's Guide lo the New Model Statement of Objectives of Academic Bibliographic Ir~slruction. Edited by Carolyn Duscnbury, Monica Fusich, Kathleen Kenny, and Beth Wood- ard. Chicago: Association of College and Research Libraries, 1991.
1. General teaching and evaluation techniques.
Association of College and Research Libraries, Instruction Scction. a. Web site (http://www2.colgate.edu/instruction) includes many rele-
vant aids. I . "Guidelines for Instruction Programs in Academic Li-
braries." Approved July 9, 1996. Covers program design (identification of content, identification of modes of instruc- tion, evaluation), staffing, and support (facilities, financial, continuing education).
2. The Instruction Section Knowledge Base includes confer- cnce programs, an annotated bibliography of publications about instruction, etc.
3. ACRL/CNI Internet Education Project is part of the Knowl- edge Base (http://www.cwru.edu/orgs/cnimase/acrlcni.h). It seeks to develop a "virtual collection of exemplary user education and training materials related to the Internet and networked information, with particular emphasis on materi- als that integrate print and electronic resources and evalua- tion."
b. Evaluation Handbook. 1983. c. Teaching Methods Committee. See http://www.bk.psu.edu/
academic/library/istm/ for description of activities. The Commit- tee is working on an "Active Learning Sourcebook" and a book of "recipes" for use by librarians in classrooms using collabora- tive learning as a method of reinforcement. Both publications are planned for 1997. This site links to other instruction sites.
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Arleen N. Soa~evil le and C a d Carr 29
d. Continuing Education. Committee sponsors programs and discus- sions at ALA conferences.
e. Emerging Technologies Committee. See http:llwww.lib.ncsu.cdu/ staff/kamorgan/etech.html for description of activities.
American Library Association. Library Instruction Round Table. See http:IIDiogenes.Baylor.edu/LibrarylLIRT for description of activi- ties, links to other instruction sites, and a list of "Top Twenty" instruc- tion articles by year, beginning with 1995.
2. Chemistry materials
American 'chemical Society, Division of Chemical Information, Educa- tion Cormnittee.
a. A 4-hour workshop on "Teaching Chemical Information: Tips and Techniques" is offered at conferences, with most text available on the Web at: http://www-sul.stanford,edu/depts/swain/t. html This interactive group workshop is offered at American Chemi- cal Socicty national and regional meetings (see Education Com- mittee's web site listed below and Chemical & Engineering News for schedules) and library conferences.
b. Members are available for chemical information instruction con- sultation.
c. Teaching modules that are ready-to-use (now available via the web) for such topics as:
1. Searching CA on STN (http://www-sul.stanford.eduldepts1 swain/edcinf/edcinf.html)
2. Searching CA on Knight Ridder's DIALOG information service.
c. Current chairman, members, and activities are found at the Divi- sion of Chemical Information's Web site. Available: http://www. lib.uchicago.edu/-atbrooks/CINF/cinfcoin.html~duc
Clearinghouse for Chemical Information Instructional Materials. Sup- ported by the ACS Division of Chemical Information and the Special Libraries Association Chemistry Division. Managed by Gary Wiggins at Indiana University, Chclnistry Library. Maintains teaching materials for all aspects of chemical information-by subject (chcmical safety, proper- ties, substances, etc.), author, type of information resource or technique (patent, current awareness), course syllabi, sample questions, as well as teaching and evaluation techniques. Available at http:llwww.indiana. edd-chcminfo/cciirnnro. html
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30 Cltetnical Librarianship: Challenges and Opportunifies
APPENDIX (continued)
"Chemical Information Sources from Indiana University: CIS-IU; A Guide to the Main Internet and Other Information Sources for Chemistry." Compiled by Gary Wiggins, Indiana University. Comprehensive coverage of chemical information sources and searching techniques. Available at http:Nwww.indiana.edu:8O/-cheminfolcis- ca.html
"The Chcmical Information Instructor" is a column published since 199 1 in the Journal ofChemical Education. The column seeks to provide practical information to instructors of chemical information. Articles describe information courses, integration into courses, and how to teach specific sources. Articles also include bibliographies of articles on chem- ical information instruction and teaching aids. Beginning with 1997, print articlcs are supplemented with web information and a moderated discussion group was begun. Edited by Arleen N. Somerville, University of Rochester.
Carr, Carol, "Teaching and using chemical information; an updated bibli- ography," Journal of Chemical Education, 1993, v. 70, p. 719- 26. This is a comprehensive list of all articles, publications, and organizations which cover all aspects of teaching chemical information. Will be updated in print and on the Web as part of "The Chemical Information Instructor" column.
American Chcmical Socicty, Committee on Professional Training. CPT Newsletter. Occasional newsletter mostly about undergraduate chemical education. Available from the Committee on Professional Training, American Chemical Society, 1155 16th Street NW, Washington DC 20036 or on the Web at http://www.acs.orglcpt.guide.htrn
Amcrican Chemical Socicty, Division of Chemical Education. Offers teaching rcsources for teachers and students, a quarterly newsletter, and cxtensive programs at ACS national and regional conferences. See Web site for Division: http://jchemed.chem.wisc.edu/Div/CHED/
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