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A library activity was developed in which students found information about climate science misconceptions from popular and scientific literatures. As part of the activity, students developed a rubric to evaluate the credibility and type of literature sources they found. The activity prepared students to produce an annotated bibliography of articles, which they then used to create a training document about a climate science misconception for staff at a local science center. Evaluation of annotated bibliographies showed that students were able to distinguish between popular and scholarly literature but struggled to identify primary and secondary sources within the scholarly literature. In the training documents produced four weeks later, students retained information literacy skills and demonstrated aspects of scientific literacy, using language that addressed common barriers to scientific literacy such as the idea of scientific consensus. In self-assessments, students felt that they could identify and evaluate information resources related to climate science.

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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



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