Document Type
Article
Publication Title
JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION
Abstract
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.
First Page
29
Last Page
33
DOI
10.1128/jmbe.v16i1.818
Publication Date
2015
Recommended Citation
Thompson, Leigh and Blankenship, Lisa Ann, "Teaching Information Literacy Skills to Sophomore-Level Biology Majors" (2015). Collier Library and Information Services. 33.
https://roar.una.edu/info/33
