Information literacy-the ability to find, evaluate, and use information resources-is an important skill for future chemists. Students and scientists need to distinguish between information provided by Wikipedia, ChemSpider, research journals, and The New York Times, depending on the intended use of the information sought. Instructors and librarians may often teach these skills through stand-alone database demonstrations, video tutorials, and lectures. However, it ispossible to teach these skills in a more contextual and integrated manner by designing chemistry assignments that incorporate information literacy as a learning outcome. This book will prove useful for librarians and chemistry instructors who are designing courses in which students developinformation literacy in the context of a chemistry course at two-year colleges, public and private universities, and high schools.The chapters in this book review the current state of information literacy in chemistry and provide concrete examples of assignments and interventions aimed at teaching information literacy skills in chemistry curricula. A wide range of options are offered for integrating information literacy into college-level chemistry courses, including general chemistry, organic chemistry, science courses for students not majoring in science, and chemistry capstone research courses.
