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With so much information available on the internet, it is difficult for users to figure out which resources are the most appropriate to use. Over the past decade, we have witnessed both qualitative and quantitative gains in the students' confidence in their abilities and skills (developed by this process), preparing them for future careers as young scientists. We find that such an approach delivers the necessary guidance to promote the logical framework that improves writing and speaking skills. Students then compile their newly acquired knowledge to create a compelling and logical story, using their persuasive written and oral presentations to complete a research proposal, final report, and formal 20 min presentation.
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The phases are designed to challenge the student in their zone of proximal development so they learn to extract and ultimately comprehend the elements of the scientific method through focused written and oral assignments.
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Our didactic process intertwines undergraduate research with the scientific method and is partitioned into six steps, referred to as "phases", to allow for focused and deep thinking on the essential components of the scientific method. The methodology has been implemented for individual mentorship and in our regional summer research program to deliver a blueprint of thought and reasoning that endows students with the confidence and skills to become more effective communicators. The underlying issue is deeper than basic technical skills rather, it is a problem of students' unawareness of a fundamental and strategic framework for writing and speaking with a purpose.
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However, training for scientific communication is typically limited at the undergraduate level, where students struggle to express themselves in a clear and logical manner. Scientific success in the field of chemistry depends upon the mastery of a wide range of soft skills, most notably scientific writing and speaking. The design of the model and its implementation was a result of a close collaboration between the chemistry librarian and the course instructors.
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It provided more than 5000 students with versatile skills that they can use throughout their college education and even later in their professional life. The information literacy instruction described in this article was carried out in more than 20 undergraduate and graduate courses at the University of Maryland College Park. This article presents the implementation of the model in two small (40–60 students) and one large (380–460 students) undergraduate chemistry courses.
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The results from the assignments showed that students learned how to find literature and chemical property information efficiently and use a bibliographic management program to store, organize, share, and cite references. They also searched for properties of chemical compounds in ChemSpider, PubChem, Reaxys, and SciFinder using a chemical name, molecular formula, CAS Registry Number, or by drawing a molecular structure. During the instruction, students learned to find literature in Google Scholar, PubMed, Scopus, SciFinder, and Web of Science. A graded online assignment designed in SurveyMonkey was used to assess student learning. The model blends face-to-face instruction with online tutorials posted on a LibGuide page prepared for each course. The blended model for information literacy instruction described in this article introduces students not only to efficient techniques for finding scientific literature and properties of chemical compounds, but also to managing this information with a bibliographic management program (EndNote Online).