ORIENTATION TOURS

Tours of the science libraries are scheduled for the beginning of each semester, and individual tours can be arranged by appointment.
Tutorials for Orbis, the online catalog (html, PowerPoint, flickr) , are now available.

WORKSHOPS

Learning in the Science Libraries Series is a series of introductions to library resources. Generally offered at the beginning of Fall and Spring semesters.

TUTORIALS

Self-paced online Information Literacy Tutorial to introduce strategic approaches to gathering and critically evaluating information and the concepts that will help students become careful consumers and uses of information.
Tool and subject specific tutorials at our tutorials page.

INSTRUCTION & CONSULTATION

The science libraries offer library-based and classroom instruction upon demand for groups of faculty, staff, and students. Individual instruction is offered on-site by library staff members between 8:30am - 4:00pm on most weekdays.

Course Support Referral Information - "to facilitate collaboration among the various course support service providers across campus"

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Enhancements to education through library collaboration

The proliferation of new information technologies and databases in the last decade now requires that all information users attend update sessions on both available tools and new perspectives in information gathering.

The assimilation of more focused critical thinking skills and the development of new information gathering methodologies are required in order to filter the most specific types of data from amongst the plethora of data available in print and from the Internet.

The library can collaborate with teachers to develop better curriculum design which incorporates the latest in technological breakthroughs including timeless, self-paced, platform independent hypertext and evaluation software.

The library can collaborate with information seekers to develop programmatic instruction that outlines both

• specific information sources related to a topic, and
• strategic approaches to information
  • types of information,
  • patterns of citation analysis,
  • impact factor analysis,
  • capabilities and relevance of various personal storage and retrieval software packages.

An outline of expectations and measurable outcomes is found within the Information Literacy Standards for Science and Engineering/Technology created by the ALA/ACRL/STS Task Force on Information Literacy for Science and Technology.

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Examples of advanced considerations include:

1. Critical thinking and selection of resources

• Filtering the large number of resources,
• Types of resources (news, peer-reviewed, grey literature, reference data, equipment/supplies), Scholarly level required (popular/basic vs. in-depth advanced and comprehensive),
• Scope of coverage (scientific/legal/interdisciplinary),
• Techniques and interfaces (possibilities: autoalerts, e-mail results, seamless fulltext access),
• Advanced navigation techniques (Web of Science: citation links and Related Records)

2. Navigating peer-reviewed literature AND surfing the Web

• Scope, coverage, and limitations of search engines (multiple engines required),
• Web search engine analysis (Yahoo vs. Hotbot, inference Oingo) (browse vs.data mine),
• Critical analysis of information items,
• Advanced navigation techniques (Web of Science: citation links and Related Records),
• Integrated media and instructional technology (e-discussion groups),
• Document formatting options and choices (HTML, PDF, XML)

3. Knowledge Management tools

• RefWorks - bibliographic database (allows for Orbis downloads),
• EndNote/Procite/Reference Manager - bibliographic databases,
• Chemical drawing/naming tools,
• CLASSES online course support and electronic Reserves,
• Local database development - designing local files and databases,
• USI/JCR - evaluating journals and departments

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Our Learning Objectives include:

• Clearly defining a specific information need.
• Understanding the processes within information seeking.
• Familiarity with the patterns and trends in scholarly communication.
• Experience selecting and using general and discipline-specific tools.
• Ability to perform critical evaluations of information and information tools (example DHMO spoof site).

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The Science Libraries also maintain a Faculty Recommended Reading Page and display area (in the Kline Science Library) for an alternative introduction to seminal concepts in science.

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For more information contact the appropriate library staff.

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Instructors at Yale University can apply for grants to support teaching innovation.

• Teaching and Learning Collaborative -- a pilot program sponsored by a grant from the Davis Educational Foundation* to explore new ways to connect Yale faculty to the course support services they need across campus. Through the program, faculty meet with Course Support consultants who can assist in the planning, creation, organization, and assessment of courses designed around the 2003 Yale College curriculum reforms that aim to enhance undergraduate language, writing, quantitative reasoning, and research skills.
• The Instructional Innovation Grants (IIG) Program -- serves to inform instructors of available funding opportunities, and assist with the application submission and review process. This web site contains up-to-date information describing these sources of funding, and instructions on how to effectively pursue these opportunities.