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Book Chapter


The Literature and Seminar sequence at James Madison University has been used to develop the chemistry information literacy skills of chemistry majors for over four decades. These courses have been continually updated to emphasize information literacy skills for the twenty-first century. This chapter describes the methods that have been developed to improve chemical, data and general information literacy at a large, public, primarily undergraduate institution. The focus of the first semester course, described in this chapter, is on skill building rather than teaching specific resources. It is a model of integration and collaboration between chemistry faculty and chemistry librarians. Changes in information resources, disciplinary standards, and assessment are used to inform and refine course instruction. While implementation of a course is always unique because of the size, curricular structure, culture, and students associated with an institution, we think that the approach described herein will be applicable to other programs.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License


This document is the accepted manuscript version of a published work that appeared in final form in Integrating Information Literacy into the Chemistry Curriculum copyright © ACS after peer review and technical editing by the publisher. To access the final edited and published work see