Impact of a Library Instruction Session on Bibliographies of Organic Chemistry Students

Abstract

Students in Chemistry 254: Organic Chemistry for Majors were required to write a paper about an organic name reaction (a reaction named after the chemist who discovered it). Before turning in this assignment, students had the option of attending a one-hour library instruction session covering SciFinder, sources for spectra, ACS Style, and print resources about organic name reactions. 25 students attended library sessions while 30 did not. Bibliographies were collected and graded for all students. Comparisons were made between those students who attended the session and those who did not, on such criteria as use of scholarly sources, properly citing articles and spectra, and correct use of ACS Style. Students achieved 14% higher bibliography scores (82% vs. 68%) by attending a library session, used more scholarly sources (96% of sources scholarly vs. 81% for non-attendees), and used spectra from appropriate sources better (86% of attendees vs. 32% for non-attendees). ACS Style proved difficult for session attendees and non-attendees alike.