Teaching Information Literacy Skills to Sophomore-Level Biology Majors

Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assi...

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Autores principales:	Leigh Thompson, Lisa Ann Blankinship
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2015
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/9b5690981b024bc095494260a0ebe733
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spelling	oai:doaj.org-article:9b5690981b024bc095494260a0ebe7332021-11-15T15:04:05ZTeaching Information Literacy Skills to Sophomore-Level Biology Majors10.1128/jmbe.v16i1.8181935-78851935-7877https://doaj.org/article/9b5690981b024bc095494260a0ebe7332015-05-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v16i1.818https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university’s databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner.Leigh ThompsonLisa Ann BlankinshipAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 16, Iss 1, Pp 29-33 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Leigh Thompson Lisa Ann Blankinship Teaching Information Literacy Skills to Sophomore-Level Biology Majors
description	Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university’s databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner.
format	article
author	Leigh Thompson Lisa Ann Blankinship
author_facet	Leigh Thompson Lisa Ann Blankinship
author_sort	Leigh Thompson
title	Teaching Information Literacy Skills to Sophomore-Level Biology Majors
title_short	Teaching Information Literacy Skills to Sophomore-Level Biology Majors
title_full	Teaching Information Literacy Skills to Sophomore-Level Biology Majors
title_fullStr	Teaching Information Literacy Skills to Sophomore-Level Biology Majors
title_full_unstemmed	Teaching Information Literacy Skills to Sophomore-Level Biology Majors
title_sort	teaching information literacy skills to sophomore-level biology majors
publisher	American Society for Microbiology
publishDate	2015
url	https://doaj.org/article/9b5690981b024bc095494260a0ebe733
work_keys_str_mv	AT leighthompson teachinginformationliteracyskillstosophomorelevelbiologymajors AT lisaannblankinship teachinginformationliteracyskillstosophomorelevelbiologymajors
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Teaching Information Literacy Skills to Sophomore-Level Biology Majors

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