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Organic Chemistry II

Use this tool to understand how the research skills contained in the course outcomes, or other indicators, align with developmental stages of information literacy and critical thinking. See how PCC Librarians can help support the integration of research concepts and skills at levels appropriate to the course outcomes. This guide was prepared by the PCC librarians for Organic Chemistry II (CH 242)

Research support framework

The following shows where Organic Chemistry II fits into the Research Support Framework developed by PCC Librarians.

Information literacy developmental stage: 
Critical Thinking Support
  • I can explain and describe my position on this issue, and support it with primary sources
  • I can accurately summarize the scholarly conversation
Cognitive domains and information literacy outcomes: 
  • Complexity in research and analysis
  • Participant in scholarly conversation

Library support of CCOGs

These are the course outcomes and other indicators which require library support.

Intended course outcomes related to information literacy: 
  • Assess the impact of chemical theory on phenomena encountered in everyday life, including an appraisal of human responsibility for the preservation of the natural world in balance with the constructed environments we inhabit.
  • Use sustainability ideas and tools to identify and assist green chemistry innovation.
Outcome assessment strategies relating to information literacy: 

These methods will include one or more of the following: written examinations, quizzes, homework assignments, laboratory write-ups, research papers, small group problem solving, oral presentations, or maintenance of a notebook. 

Course integrated research support

These are the ways that the librarians can support information literacy achievement for the students in this course.

Corresponding information literacy outcomes: 
  1. Choose professional-level chemistry information sources
  2. Select relevant databases current information on chemistry
  3. Identify sources of professional-level journal articles, through library databases and  web-based publishers
Information literacy instructional objectives: 
  1. Appraise information sources for indicators of authority and utility
  2. Use controlled vocabularies and limiters in searching databases to identify relevant sources
  3. Use specialized search engines and indicators of peer-review to locate relevant and reliable sources
Bridging competencies: 
  • Identify audience, bias, and purpose of information sources
  • Identify synonyms, colloquial terms v. scientific terms, and encompassing concepts, for keyword searching
  • Recognize the different purposes of sources through the publication cycle