Slebodnik, M. (2006). Science and technology resources on the Internet: Marketing
and outreach for science and technology librarians: Selected resources.
Retrieved from http://istl.org/06-winter/internet2.html
Slebodnik, M. (2008). Science and technology resources on the Internet: Resources
for information literacy instruction in the sciences. Retrieved from
http://www.istl.org/08-summer/internet.html
Turtle, E.C. & Courtois, M. P. (2007). Scholarly communication: Science librarians as
advocates for change. Retrieved from http://istl.org/07-summer/article2.html
Tuesday, November 15, 2011
Friday, November 11, 2011
Implementing and Marketing additional Activities for the Sciences
Generally, all librarians struggle with the need to publicize their services to patrons (Slebodnik, 2006). I can most certainly attest to this, especially since most faculty, professors, and even students have a generalized misconception that librarians are only confined to the "library" or "reference desk". Overall, I have been able to reinforce my marketing or outreach skills to science faculty and students by hosting information literacy sessions/trainings on how to access databases, research articles, and books in the sciences. Also, during National Library Week, I contact the biology department and other respective areas in order to remind faculty to tell their students to take part in library-related festivities, such as participating in our poetry reading contest or library scavenger hunt activity (for example, with this activity, students are asked to answer questions concerning the history of Alabama State University, regarding past presidents or the Civil Rights Movement; those students who submit the greatest number of correct answers usually win candy as their prize). Also, during this week held event, students are granted amnesty (zero charges or fines) for overdo books. To see a full view of last year's National Library Week activities, click here: http://www.lib.alasu.edu/front_ads/Approved%20NLW%20Flyer.pdf. All of these marketing activities have been very successful and have attracted more students, faculty, and the general public to our library, especially with our library being a newly renovated building!
Additionally, with the popularity of the Internet for class assignments and research projects, I have created subject libguides for general biology, anatomy, and physiology; I plan on creating subject guides for microbiology, chemistry, physical science, or additional sciences as I conduct more information literacy sessions for these faculty and their students. Subject guides are extremely helpful informational tools for students or faculty because they permit easier access and navigation to library resources, which are sometimes difficult to find on the usual library web-page; I have discovered that no matter how many times I demonstrate to students on how to find/access our science databases, some will still have minor problems doing this. You may access my course guide here: alasu.libguides.com; next, under the 'Sciences'category, select 'Biology.' Please feel free and do not hesitate to offer your suggestions or comments on how I can improve my guide! Although my marketing or outreach skills have greatly improved, l feel that I need additional ideas on how to effectively do so. Thus, the listed resources will provide me with further insights on how to increase my marketing skills as a science librarian.
Resources
American Library Association. (2011). Getting Started: Case Histories. Retrieved from http://www.ala.org/ala/issuesadvocacy/advleg/publicawareness/campaign@yourlibrary/prtools/academicresearch/successfulacademic.cfm
Describes the successful marketing strategies of six academic or research libraries (ALA, 2011).
Carr, K. (2011, September 19). University of Washington Libraries: Biology. [web log post]. Retrieved from http://guides.lib.washington.edu/biology
Biology subject guide that provides direct or easier access to research articles, databases, or books in the biological sciences (Carr, 2011). Contains databases such as Science Direct, Springer Link, JSTOR, IPN: International Plants; also lists other electronic resources on plants and animals including Plant Information online, Beacham's guide to endangered species in North America, Westcott's Plant Disease Handbook, and North American Mammals for students and faculty (Carr, 2011).
Cruickshank, J. (2004). Getting the word out: Innovative and effective marketing of library services to your scientific and technical patrons. Retrieved from http://units.sla.org/division/dst/2002papers.html
Provides three contributed papers on how libraries can market themselves for the scientific community (Cruickshank, 2004). As stated by Cruickshank (2004), it is extremely vital for librarians to know their patrons' informational needs and to form personal relationships with patrons and especially, faculty/staff as major stakeholders.
Dartmouth Biomedical Libraries. (2011). Library liaison program. Retrieved from http://www.dartmouth.edu/~library/biomed/services/liaison.html#about
Lists all the available liaison librarians for each biomedical department for contact purposes; also provides the overall job responsibilities and objectives of each library liaison program (Dartmouth Biomedical Libraries, 2011).
Redalje, S. (2011, October 24). University of Washington Libraries: Chemistry. [web log post]. Retrieved from http://guides.lib.washington.edu/content.php?pid=67088
Provides students and faculty with direct or easier access to chemistry research articles, E-journals,primary reference sources, books, and additional chemical information resources (Redalje, 2011). Initially, I was unaware of the plethora of information reference tools for students and faculty such as: The ChemCollective, Chemistry Virtual Textbook, Chemistry Learning Tools, The Delights of Chemistry, Organic Chemistry Help, Organometallic HyperTextBook, Virtual Chemistry, Web Elements and others, which I can now list on my subject guide (Redalje, 2011).
University of Wisconsin-Madison. (2006).Chemistry brochure for faculty. Retrieved from http://chemistry.library.wisc.edu/about/brochures/faculty.doc
A comprehensive brochure for faculty, which states information concerning: the available collections, hours of operation, library staff, reference service, current awareness profiles, library instruction, how to access electronic resources (databases), inter-library loan policies, RefWorks, and additional science library contacts (University of Wisconsin-Madison, 2006).
University of Wisconsin-Madison.(2006). Chemistry brochure for graduates. Retrieved from http://chemistry.library.wisc.edu/about/brochures/grads.doc. University of Wisconsin-Madison. Chemistry brochures for undergraduates. Retrieved from http://chemistry.library.wisc.edu/about/brochures/undergrads.doc
A very comprehensive brochure for chemistry graduate students, containing the exact same previously described information concerning the library's collections, hours of operation, staff, inter-library-loan procedures, Ref-works,and etc. (University of Wisconsin-Madison, 2006).
Yorks, P. (2011, June 21). University of Washington Libraries: Physics and astronomy. [web log post]. Retrieved from http://guides.lib.washington.edu/content.php?pid=56705
This subject guide provides direct or easier access to physics and astronomy resources including articles databases, books, and e-journals for faculty and students (Yorks, 2011).
Additionally, with the popularity of the Internet for class assignments and research projects, I have created subject libguides for general biology, anatomy, and physiology; I plan on creating subject guides for microbiology, chemistry, physical science, or additional sciences as I conduct more information literacy sessions for these faculty and their students. Subject guides are extremely helpful informational tools for students or faculty because they permit easier access and navigation to library resources, which are sometimes difficult to find on the usual library web-page; I have discovered that no matter how many times I demonstrate to students on how to find/access our science databases, some will still have minor problems doing this. You may access my course guide here: alasu.libguides.com; next, under the 'Sciences'category, select 'Biology.' Please feel free and do not hesitate to offer your suggestions or comments on how I can improve my guide! Although my marketing or outreach skills have greatly improved, l feel that I need additional ideas on how to effectively do so. Thus, the listed resources will provide me with further insights on how to increase my marketing skills as a science librarian.
Resources
American Library Association. (2011). Getting Started: Case Histories. Retrieved from http://www.ala.org/ala/issuesadvocacy/advleg/publicawareness/campaign@yourlibrary/prtools/academicresearch/successfulacademic.cfm
Describes the successful marketing strategies of six academic or research libraries (ALA, 2011).
Carr, K. (2011, September 19). University of Washington Libraries: Biology. [web log post]. Retrieved from http://guides.lib.washington.edu/biology
Biology subject guide that provides direct or easier access to research articles, databases, or books in the biological sciences (Carr, 2011). Contains databases such as Science Direct, Springer Link, JSTOR, IPN: International Plants; also lists other electronic resources on plants and animals including Plant Information online, Beacham's guide to endangered species in North America, Westcott's Plant Disease Handbook, and North American Mammals for students and faculty (Carr, 2011).
Cruickshank, J. (2004). Getting the word out: Innovative and effective marketing of library services to your scientific and technical patrons. Retrieved from http://units.sla.org/division/dst/2002papers.html
Provides three contributed papers on how libraries can market themselves for the scientific community (Cruickshank, 2004). As stated by Cruickshank (2004), it is extremely vital for librarians to know their patrons' informational needs and to form personal relationships with patrons and especially, faculty/staff as major stakeholders.
Dartmouth Biomedical Libraries. (2011). Library liaison program. Retrieved from http://www.dartmouth.edu/~library/biomed/services/liaison.html#about
Lists all the available liaison librarians for each biomedical department for contact purposes; also provides the overall job responsibilities and objectives of each library liaison program (Dartmouth Biomedical Libraries, 2011).
Redalje, S. (2011, October 24). University of Washington Libraries: Chemistry. [web log post]. Retrieved from http://guides.lib.washington.edu/content.php?pid=67088
Provides students and faculty with direct or easier access to chemistry research articles, E-journals,primary reference sources, books, and additional chemical information resources (Redalje, 2011). Initially, I was unaware of the plethora of information reference tools for students and faculty such as: The ChemCollective, Chemistry Virtual Textbook, Chemistry Learning Tools, The Delights of Chemistry, Organic Chemistry Help, Organometallic HyperTextBook, Virtual Chemistry, Web Elements and others, which I can now list on my subject guide (Redalje, 2011).
University of Wisconsin-Madison. (2006).Chemistry brochure for faculty. Retrieved from http://chemistry.library.wisc.edu/about/brochures/faculty.doc
A comprehensive brochure for faculty, which states information concerning: the available collections, hours of operation, library staff, reference service, current awareness profiles, library instruction, how to access electronic resources (databases), inter-library loan policies, RefWorks, and additional science library contacts (University of Wisconsin-Madison, 2006).
University of Wisconsin-Madison.(2006). Chemistry brochure for graduates. Retrieved from http://chemistry.library.wisc.edu/about/brochures/grads.doc. University of Wisconsin-Madison. Chemistry brochures for undergraduates. Retrieved from http://chemistry.library.wisc.edu/about/brochures/undergrads.doc
A very comprehensive brochure for chemistry graduate students, containing the exact same previously described information concerning the library's collections, hours of operation, staff, inter-library-loan procedures, Ref-works,and etc. (University of Wisconsin-Madison, 2006).
Yorks, P. (2011, June 21). University of Washington Libraries: Physics and astronomy. [web log post]. Retrieved from http://guides.lib.washington.edu/content.php?pid=56705
This subject guide provides direct or easier access to physics and astronomy resources including articles databases, books, and e-journals for faculty and students (Yorks, 2011).
Thursday, November 10, 2011
Resources on how to Promote Scholarly Communication
According to Turtle and Courtois (2007), remaining cognizant of issues related to scholarly communication among faculty is extremely important for a number of reasons including:
journals remain critical to the research and teaching of science faculty;
science journals are the most costly; science faculty continue to publish
extensively in subscription-based commercial and society journals; science
faculty pursue grant funds from federal agencies that use peer-reviewed
publications to disseminate research; and, tenure/promotion of science
faculty usually depends on to a larger extent on journal publishing
(p. 2).
Initially, I wasn't completely aware of the full spectrum of issues concerning scientific scholarly communication and publication, such as problems dealing with copyright and intellectual property concerns (Turtle & Courtois, 2007). Provided are resources that I can employ in order to become an effective scholarly communication advocate at Alabama State University for science faculty.
Association of Research Libraries (ARL). (2011). Reshaping scholarly communication: Brown-bag discussion guide series: Issues in scholarly communication. Retrieved from http://www.arl.org/sc/brownbag/
Provides guides,links, or informational tools in order for librarians to hold discussions related to how to talk to faculty concerning publishing, digital repositories, public access policies, licensing, institutional policies, and FAIR (Freely Accessible Institute Resources) (ARL, 2011). PDF research files are also listed which state author's rights, peer review, and new model publications (ARL,2011).
Association of College & Research Libraries. (2011). Scholarly communication toolkit: Promoting a shared system of research and scholarship. Retrieved from http://scholcomm.acrl.ala.org/
This is a toolkit that supports advocacy efforts and provides information on scholarly communication for librarians, faculty, or university administrators (as cited in Turtle & Courtois, 2007).
Create Change. (2011). Shouldn't the way we share research be as advanced as the Internet? Retrieved from http://www.createchange.org/
Provides resources and tools for libraries to use in order to facilitate discussions with faculty on how to adapt to newer trends of publishing and sharing online research (as cited in Turtle & Courtois, 2007).
DOAJ. (2011). Directory of Open Access Journals. Retrieved from http://www.doaj.org/
Directory that allows access to approximately 900 repositories worldwide; librarians and faculty are able to browse and search by geographic area, subject, content type,or by software platform (as cited in Turtle & Courtois, 2007). Accessed journals are free, full-text, scientific, and scholarly-controlled, comprising all subject areas and several languages (DOAJ, 2011).
Gelfand, J. (2011, July 12). Scholarly communications & related issues. [Web log post]. Retrieved from http://libguides.lib.uci.edu/content.php?pid=133212&sid=1256246
Subject guide that lists issues pertinent or relevant to copyright for publishing and open access (Gelfand, 2011).
OpenDOAR.(2011).Open Directory of Open Access Repositories. Retrieved from http://www.opendoar.org/
An open authoritative directory that allows librarians, faculty, and administrators to access or search at least 2,000 repositories; also, tools are provided, which promote best practices and quality for repository infrastructure(OpenDOAR, 2011).
University of California Libraries. (2011). Libraries and scholarly communication. Retrieved from http://libraries.universityofcalifornia.edu/scholarly/
Provides links and resources for faculty and researchers in order to promote effective scholarly communication (University of California Libraries, 2011).
SHERPA-RoMEO Project. (2011). Publisher copyright policies & self-archiving. Retrieved from http://www.sherpa.ac.uk/romeo/
An open access directory that provides brief summaries of self-archiving policies, covering 300 journal publishers. (as cited in Turtle & Courtois, 2007).
SPARC e-News. (2011). Retrieved from http://www.arl.org/sparc/publications/enews/index.shtml
Provides the most current information on SPARC key publisher stakeholder companies or partners, which have had a profound impact on scholarly communication (as cited in Turtle & Courtois, 2007).
journals remain critical to the research and teaching of science faculty;
science journals are the most costly; science faculty continue to publish
extensively in subscription-based commercial and society journals; science
faculty pursue grant funds from federal agencies that use peer-reviewed
publications to disseminate research; and, tenure/promotion of science
faculty usually depends on to a larger extent on journal publishing
(p. 2).
Initially, I wasn't completely aware of the full spectrum of issues concerning scientific scholarly communication and publication, such as problems dealing with copyright and intellectual property concerns (Turtle & Courtois, 2007). Provided are resources that I can employ in order to become an effective scholarly communication advocate at Alabama State University for science faculty.
Association of Research Libraries (ARL). (2011). Reshaping scholarly communication: Brown-bag discussion guide series: Issues in scholarly communication. Retrieved from http://www.arl.org/sc/brownbag/
Provides guides,links, or informational tools in order for librarians to hold discussions related to how to talk to faculty concerning publishing, digital repositories, public access policies, licensing, institutional policies, and FAIR (Freely Accessible Institute Resources) (ARL, 2011). PDF research files are also listed which state author's rights, peer review, and new model publications (ARL,2011).
Association of College & Research Libraries. (2011). Scholarly communication toolkit: Promoting a shared system of research and scholarship. Retrieved from http://scholcomm.acrl.ala.org/
This is a toolkit that supports advocacy efforts and provides information on scholarly communication for librarians, faculty, or university administrators (as cited in Turtle & Courtois, 2007).
Create Change. (2011). Shouldn't the way we share research be as advanced as the Internet? Retrieved from http://www.createchange.org/
Provides resources and tools for libraries to use in order to facilitate discussions with faculty on how to adapt to newer trends of publishing and sharing online research (as cited in Turtle & Courtois, 2007).
DOAJ. (2011). Directory of Open Access Journals. Retrieved from http://www.doaj.org/
Directory that allows access to approximately 900 repositories worldwide; librarians and faculty are able to browse and search by geographic area, subject, content type,or by software platform (as cited in Turtle & Courtois, 2007). Accessed journals are free, full-text, scientific, and scholarly-controlled, comprising all subject areas and several languages (DOAJ, 2011).
Gelfand, J. (2011, July 12). Scholarly communications & related issues. [Web log post]. Retrieved from http://libguides.lib.uci.edu/content.php?pid=133212&sid=1256246
Subject guide that lists issues pertinent or relevant to copyright for publishing and open access (Gelfand, 2011).
OpenDOAR.(2011).Open Directory of Open Access Repositories. Retrieved from http://www.opendoar.org/
An open authoritative directory that allows librarians, faculty, and administrators to access or search at least 2,000 repositories; also, tools are provided, which promote best practices and quality for repository infrastructure(OpenDOAR, 2011).
University of California Libraries. (2011). Libraries and scholarly communication. Retrieved from http://libraries.universityofcalifornia.edu/scholarly/
Provides links and resources for faculty and researchers in order to promote effective scholarly communication (University of California Libraries, 2011).
SHERPA-RoMEO Project. (2011). Publisher copyright policies & self-archiving. Retrieved from http://www.sherpa.ac.uk/romeo/
An open access directory that provides brief summaries of self-archiving policies, covering 300 journal publishers. (as cited in Turtle & Courtois, 2007).
SPARC e-News. (2011). Retrieved from http://www.arl.org/sparc/publications/enews/index.shtml
Provides the most current information on SPARC key publisher stakeholder companies or partners, which have had a profound impact on scholarly communication (as cited in Turtle & Courtois, 2007).
Resources to Enhance/ Increase Information Literacy Skills in the Sciences among Students
Information literacy is recognized as a major survival skill for college students and can be referred to as the set of skills needed to find, retrieve, analzye, and use information (Slebodnik, 2008). Likewise, science students, especially those in their freshmen year majoring in biology, chemistry, or the physical sciences must learn very early how to apply information literacy skills related to experimentation and research (Slebodnik, 2008). Slebodnik (2008)stresses that science students need to not only know how to find information related to their research, but that students must understand how to effectively evaluate resources. Therefore, information literacy is successfully acquired when students are able to identify an information need, procure the information, then evaluate information (Slebodnik, 2008).
From my observations, it appears that many first-year science students lack or are unable to apply information literacy skills to their assigments. For instance, after I host a few information literacy demonstrations/sessions on how to find research articles, some students still appear 'lost.' Yet, when I ask them if they have any questions or if they need me to re-clarify or review any topics they misunderstood concerning navigating the library webpage for resources, the majority of them will say that they "understand exactly which subject terms to use to find research articles or books." However, the microbiology ph.D. students or other graduates pursuing degrees in the sciences do not seem to experience information literacy problems as often as undergraduates in being able to access/find needed research materials. Dr. Christa Hardy, who's our Information Literacy Consultant for the library has created a separate subject guide (you may access it here: http://alasu.libguides.com/informationliteracy) with all types of very interesting video clips, reseach studies, assigment ideas, workshops and instructional aids, and faculty resources on information literacy.
The provided information literacy resources are useful for academic librarians teaching undergraduate and graduate sciences, along with liaisons working with faculty (Slebodnik, 2008).
Association of College & Research Libraries. (2011). Information literacy standards for higher education. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
Contains standards of information literacy such as: Information Literacy Defined, Information Literacy and Information Technology, Information Literacy and Higher Education, Information Literacy and Pedagogy, Use of these Standards, Information Literacy Assessment, Performance Indicators and Outcomes, and Guidelines for Proficiencies for Instruction Libraries and Coordinators (ACRL, 2011).
Association of College & Research Libraries. (2011).Information literacy standards for science and engineering/technology. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm
Lists or outlines information literacy standards that should be specifically met or tailored to students majoring in the sciences, engineering, or technology (ACRL, 2011).
GEMS. (2010). Greener Educational Materials for Chemists. Retrieved from
http://greenchem.uoregon.edu/gems.html
Represents an interactive collection of chemistry education materials, which contain laboratory exercises, lecture materials, course syllabi, and multimedia sources all geared to making one's environment a less toxic or harmful to human health/well-being (GEMS, 2010).
Intute. (2010). Helping you find the best websites for study and research. Retrieved from http://www.intute.ac.uk/biologicalsciences/
Provides free or open access to resources in the biological sciences (Intute, 2010). Intute (2010)also offers free tutorials on the Internet to assist students with course-related research assignments, projects, or tests.
LINK.(2011). Library Instruction Knapsack. Retrieved from http://www.eln.bc.ca/link/
A toolkit that provides librarians and students with helpful resources regarding how to conduct literature searches and sharpen research skills (LINK, 2011).
MedEdPORTTAL. (2011). Medical Resources: Finding teaching materials, assessment tools, and faculty development resources. Retrieved from https://www.mededportal.org/
Contains teaching materials and assessment tools along with publications in order to promote effective didactic medical training among faculty to their students (MedEdPORTTAL, 2011).
MERLOT.(2011). Multimedia Educational Resource for Learning and Online Teaching. Retrieved from http://www.merlot.org/merlot/index.htm
MERLOT (2011) comprises online peer-reviewed teaching materials/tools in the sciences and technology as well as other related subject areas.
PRIMO. (2011). Peer-reviewed instructional materials online. Retrieved from http://www.ala.org/apps/primo/public/search.cfm
PRIMO (2011) allows faculty/researchers to promote and share peer-reviewed instructional materials concerning accessing and evaluating online information.
Purdue University Libraries. (2011). How to read a scientific paper. Retrieved from http://www.lib.purdue.edu/phys/inst/scipaper.html
This university offers a helpful tutorial to assist students on how to effectively read scientific papers (Purdue University Libraries, 2011).
S.O.S. for infomation literacy: A virtual factory for teaching information literacy skills. (2006). Retrieved from http://www.informationliteracy.org/
This multimedia web-based resource provides a variety of instructional tools including peer-reviewed lesson plans, handouts, presentations, and videos to enhance information literacy among grades K-16 (S.O.S., 2006).
From my observations, it appears that many first-year science students lack or are unable to apply information literacy skills to their assigments. For instance, after I host a few information literacy demonstrations/sessions on how to find research articles, some students still appear 'lost.' Yet, when I ask them if they have any questions or if they need me to re-clarify or review any topics they misunderstood concerning navigating the library webpage for resources, the majority of them will say that they "understand exactly which subject terms to use to find research articles or books." However, the microbiology ph.D. students or other graduates pursuing degrees in the sciences do not seem to experience information literacy problems as often as undergraduates in being able to access/find needed research materials. Dr. Christa Hardy, who's our Information Literacy Consultant for the library has created a separate subject guide (you may access it here: http://alasu.libguides.com/informationliteracy) with all types of very interesting video clips, reseach studies, assigment ideas, workshops and instructional aids, and faculty resources on information literacy.
The provided information literacy resources are useful for academic librarians teaching undergraduate and graduate sciences, along with liaisons working with faculty (Slebodnik, 2008).
Association of College & Research Libraries. (2011). Information literacy standards for higher education. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
Contains standards of information literacy such as: Information Literacy Defined, Information Literacy and Information Technology, Information Literacy and Higher Education, Information Literacy and Pedagogy, Use of these Standards, Information Literacy Assessment, Performance Indicators and Outcomes, and Guidelines for Proficiencies for Instruction Libraries and Coordinators (ACRL, 2011).
Association of College & Research Libraries. (2011).Information literacy standards for science and engineering/technology. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm
Lists or outlines information literacy standards that should be specifically met or tailored to students majoring in the sciences, engineering, or technology (ACRL, 2011).
GEMS. (2010). Greener Educational Materials for Chemists. Retrieved from
http://greenchem.uoregon.edu/gems.html
Represents an interactive collection of chemistry education materials, which contain laboratory exercises, lecture materials, course syllabi, and multimedia sources all geared to making one's environment a less toxic or harmful to human health/well-being (GEMS, 2010).
Intute. (2010). Helping you find the best websites for study and research. Retrieved from http://www.intute.ac.uk/biologicalsciences/
Provides free or open access to resources in the biological sciences (Intute, 2010). Intute (2010)also offers free tutorials on the Internet to assist students with course-related research assignments, projects, or tests.
LINK.(2011). Library Instruction Knapsack. Retrieved from http://www.eln.bc.ca/link/
A toolkit that provides librarians and students with helpful resources regarding how to conduct literature searches and sharpen research skills (LINK, 2011).
MedEdPORTTAL. (2011). Medical Resources: Finding teaching materials, assessment tools, and faculty development resources. Retrieved from https://www.mededportal.org/
Contains teaching materials and assessment tools along with publications in order to promote effective didactic medical training among faculty to their students (MedEdPORTTAL, 2011).
MERLOT.(2011). Multimedia Educational Resource for Learning and Online Teaching. Retrieved from http://www.merlot.org/merlot/index.htm
MERLOT (2011) comprises online peer-reviewed teaching materials/tools in the sciences and technology as well as other related subject areas.
PRIMO. (2011). Peer-reviewed instructional materials online. Retrieved from http://www.ala.org/apps/primo/public/search.cfm
PRIMO (2011) allows faculty/researchers to promote and share peer-reviewed instructional materials concerning accessing and evaluating online information.
Purdue University Libraries. (2011). How to read a scientific paper. Retrieved from http://www.lib.purdue.edu/phys/inst/scipaper.html
This university offers a helpful tutorial to assist students on how to effectively read scientific papers (Purdue University Libraries, 2011).
S.O.S. for infomation literacy: A virtual factory for teaching information literacy skills. (2006). Retrieved from http://www.informationliteracy.org/
This multimedia web-based resource provides a variety of instructional tools including peer-reviewed lesson plans, handouts, presentations, and videos to enhance information literacy among grades K-16 (S.O.S., 2006).
Tuesday, November 8, 2011
Introduction/Overview
As a current science librarian/subject liaison for microbiology, biology, chemistry, and the physical sciences at Alabama State University's Levi Watkins Learning Center Library (click here for an entire viewing of our library's webpage: http://www.lib.alasu.edu/), this resource bibliography contains helpful resources and reference materials/tools for specifically set professional objectives. Resources are categorized based on the following listed objectives/goals, which entail:
1. Increasing/enhancing information literacy skills in the sciences among students.
2. Promoting scholarly communication among science faculty (Turtle & Courtois, 2007).
3. Implementing and marketing additional activities for the sciences (Slebodnik, 2006).
Note: this bibliography will be frequently updated or expanded on a regular basis and I will incorporate the previously noted objectives in my monthly and annual reports. It is my goal to completely fulfill all of my professional objectives by the end of spring 2012. Hopefully, the listed resource tools are beneficial to other science librarians with similar daily work-related activities.
1. Increasing/enhancing information literacy skills in the sciences among students.
2. Promoting scholarly communication among science faculty (Turtle & Courtois, 2007).
3. Implementing and marketing additional activities for the sciences (Slebodnik, 2006).
Note: this bibliography will be frequently updated or expanded on a regular basis and I will incorporate the previously noted objectives in my monthly and annual reports. It is my goal to completely fulfill all of my professional objectives by the end of spring 2012. Hopefully, the listed resource tools are beneficial to other science librarians with similar daily work-related activities.
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