Science Information Literacy Instruction across the Undergraduate Curriculum

Abstract

This presentation investigates the integration of science information literacy instruction across the curriculum for two undergraduate science degree programs at Indiana University – Purdue University, Indianapolis. Chemistry and Psychology undergraduate degree programs are used as examples to illustrate steps involved in the curriculum mapping process, meeting and planning with stakeholders, and identifying the most relevant courses in which to incorporate library instruction. Additionally, the development of specific learning outcomes, teaching strategies and assessments for the library instructional sessions are discussed.