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Effective use of the chemical literature is of utmost importance to undergraduate, graduate,
postdoctoral, and professional chemists. A thorough understanding of the organization and use of library sources is necessary to efficiently utilize the chemical literature. Although it can be taught in an independent chemical literature course, surveys indicate that the majority of chemistry departments do not offer an independent course (1-3). A majority of chemical literature papers submitted to this Journal over the past two decades advocate incorporation of chemical literature studies into the lectures and laboratories of other courses (4), including general chemistry (5, 6), organic chemistry (7-9), instrumental analysis (10, 11), physical chemistry (12, 13), and advanced organic chemistry
(14, 15).
A variety of reasons have been given for the lack of an independent chemical literature course: a curriculum too crowded to add another course, faculty unqualified to teach the course, and lack of instructional materials (1). Although a single teaching source may not be readily available, bibliographic sources that provide materials for teaching the chemical literature course are
available in this Journal (16) and on the Internet (17).1 These bibliographies allow one to assimilate information and produce a chemical literature course that corresponds to one's available library sources. It is not necessary that literature courses be taught by a librarian; a chemistry faculty member who has an interest in teaching the chemical literature course may be better qualified to do so than a librarian with little chemical background. This is the case at our small liberal arts university, where librarians have had minuscule exposure to the physical sciences yet excellent training in library sciences. Chemistry instructors would be prudent to utilize the
expertise of university librarians to enhance the chemical literature course. While the demands on chemistry curricula may make it difficult to add a chemical literature course, we have found that a three-hour course offered in alternate years does not diminish the course offerings of our American Chemical Society (ACS) accredited undergraduate program and, in our opinion, is a better
way to teach students how to use the chemical literature. Although incorporation of chemical literature into other courses is admirable, in our experience it is not a substitute for an independent course.
A significant number of articles that describe an independent chemical literature course have been published in recent years and may be categorized according to their prescribed course of study: a traditional course of study (19-21), an online course of study (21-24), or a mixture of traditional and online techniques (25-29). My experience as instructor of a chemical literature course for the past ten years has been that a mixture of traditional and online techniques taught in an independent course best prepares students for literature searching in any area of study. Literature searches in other chemistry courses reemphasize the techniques for
students who have taken the chemical literature course and provide a brief introduction for other students. This strategy of a basic course in chemical literature, with continuing emphasis in other courses, was reported by Skolnik in 1984 (30).
Although an extensive bibliography is available for a chemical literature course and various aspects of a course have been previously presented, it is no small task to incorporate these into a newly developed course. The course description that follows is sufficiently general to allow an instructor to quickly establish a chemical literature course, after which the course can be gradually modified to fit the circumstances that prevail at a particular institution.
This paper describes a one-semester
undergraduate chemical literature course that incorporates both
traditional and online searching techniques. The
discussion covers course enrollment and organization, lecture
topics, and the associated library exercises, and a
correlation table of lecture topics and library exercises is
included in the paper. A list of supplementary
materials (handouts) and sample library exercises are available
at the J. Chem. Educ. Web site. The library exercises
can be easily modified to conform to the chemical
literature available at other university libraries.
Course Enrollment
The chemical literature course is open to
students who have completed the two-semester general
chemistry course. The average class size has been 11
students (range 4-18), comprising sophomores (17%),
juniors (38%), and seniors (45%). The majority of
chemical literature students have been chemistry majors
(58%), although numerous biology majors (18%) and
preprofessional students (9%) have also taken the course.
Many of the students have gone on to industrial
positions (12%), chemistry graduate school (14%), and
medical school (10%).
Course Organization
The chemical literature course is divided into
six progressive areas of study: general library
information; primary, secondary, and tertiary sources of
information; periodicals and periodical directories; abstracts and
indexes; literature of specific chemical areas; and
patents and government documents. The basic format of
the course is lecture, supplemented with handouts. Each
of the six areas of study has exercises that reinforce
the lectures and allow students to perform a variety of
literature searches in the library.2 Thirteen library
exercises are assigned during the semester (approximately one per week). Final grades are based on the library
exercises (70%), written midterm and final exams
(10% each), and a practical final exam (10%) involving a
library search. The library exercise grades are based on
correct answers and correct citation format of the answers.
General Library Information (Library Exercise 1)
The course begins with a review of library
policies and a survey of the library's
organization.3 Library cataloging systems (Library of Congress and Dewey
decimal) are examined for general, science, and chemistry
classifications; a detailed Library of Congress
classification scheme for chemistry is also examined
(32). The cataloging systems for books (traditional library catalog
and online4) and periodicals are studied, followed by an
explanation of Library of Congress subject headings
(33). Students are required to use the ACS citation format
(34) in each library exercise. Library exercise 1 provides
an introduction to the library. A sample answer sheet
for exercise 1, using the required outline
format,5 is provided as a guide for preparing library exercise answer sheets.
Primary, Secondary, and Tertiary Sources of
Information (Library Exercises 2 and 3)
Definitions, descriptions, and examples from
the chemical literature are provided for each of the
three general types of literature sources: primary,
secondary, and tertiary. Some of the chemical literature
examples discussed are an encyclopedia (36), dictionaries
(37-39), handbooks (40,
41), tables (42), formularies
(43, 44), a directory (45), a treatise
(46), and a monograph (47) that are available in the university
library.6 Search techniques are discussed for each of the sample sources,
and students are encouraged to locate and use
introductory guides and explanations that are available in many
books. Library exercises 2 and 3 provide students the
opportunity to use the secondary and tertiary literature to
gain an appreciation of the diversity of information found
in the chemical literature, a knowledge of the vast
availability of chemical literature sources, and a
realization of the enormous amount of information located in each.
Periodicals and Periodical Directories
(Library Exercises 4 and 5)
This section of the course examines the periodical literature. Initial discussion includes a definition and synonyms used for periodicals, and differentiation of primary, secondary, and review-type journals. Descriptions and examples are presented for periodicals differentiated by their origin (learned societies, governmental bodies, professional bodies, commercial publishers, etc.) and scientific category (general science, general chemistry, analytical chemistry, inorganic chemistry, etc.). A list of ACS and Chemical Society (London) journals is reviewed,
including development of the Chemical Society journals from 1841 to present. Descriptions of
CASSI (48), Ulrich's (49), and Gale (50) periodical directories and their entries are also presented.
Library exercise 4 requires students to use seven different scientific journals, at least one of which is in microform, to perform author and subject searches using journal indexing information. Library exercise 5 requires students to search periodical directories for a variety of information associated with four different journals when given the full name, abbreviated name, or
order of citation ranking (CASSI). Both regular and irregular serials are utilized in exercise 5, and ACS (Washington, DC) journals are used exclusively for the Gale directory search. These assignments provide the students with an insight into searching the primary journal literature and an appreciation of future searching for journal articles using Chemical Abstracts.
Abstracts and Indexes (Library Exercises 6-9)
Initial discussion includes the definition and contents of an abstract, followed by lists of chemical
abstracting services since the 19th century. Chemical Abstracts (CA) (51) is discussed in detail, beginning with printed CA, then advancing to CA online. Discussion of printed CA includes biweekly section groupings (sections 1-34
and 35-80) and subject groups of the abstracts (52), the seven basic document types that are abstracted, and the contents of CA abstracts. Weekly, volume, and collective
CA indexes are discussed, including the index guide. Handouts of materials from Chemical Abstracts Service (CAS) (53) provide ample reading information. Library exercises 6 and 7 utilize printed CA only and are completed before advancing to CA online. Discussions of CA online servers (54) and CA online searching (14, 15, 55) have been published in this Journal. Students use the STN Mentor program to perform library exercises 8 and 9. The STN Mentor program allows them to work at their leisure, at any hour of the day, and obtain multiple displays without additional costs. This program, although limited to approximately 500 files, is an excellent teaching alternative to the more costly learning
CA files (LCA).6
Library exercise 6 is an excellent introduction to CA and requires students to use the index guide and the author, general subject, chemical substance, and formula indexes of printed CA. Library exercise 7 is a bibliographic search of printed CA that allows students to
comprehend the ease of citation recovery when compared to exercise 4; however, it also serves as a stepping stone towards a recognition of the usefulness of CA online searching in exercise 8. Library exercise 8, an introduction to CA online searching, is similar in nature to
exercise 6 (printed CA), yet provides a comparison between CA print and online search methods. Library exercise 9 requires students to use Boolean operators during a
CA online search and affords a periodical citation that is available in the university
library.7 These four exercises provide a solid foundation in printed
CA searching and an appreciation of CA online searching.
Several indexing journals are discussed in this
portion of the course, including Chemical
Titles (56), Current Contents
(57), and Science Citation Index
(SCI) (58).8 The scope and limitations are discussed for each
and their usefulness is reinforced with handouts
(59-61).
Literature of Specific Chemical Areas
(Library Exercises 10-12)
This portion of the course describes and
discusses the secondary literature of analytical, biochemical,
inorganic, organic, and physical chemistry. Discussion
of the organic chemical literature begins with
Beilstein's handbook (62), including the history of Beilstein's
various editions and descriptions and explanations of
how to use the fourth edition
(63).8 The organic literature
discussion continues using treatises (64), monographs
(47, 65), dictionaries (38), and synthesis
(66-68), reaction (65,
69, 70), and reagent (70,
71) chemical sources.9 The inorganic chemical literature discussion begins
with Gmelin's handbook (75)8 and follows the method of
Beilstein. Other inorganic literature sources discussed
are treatise (76-78), monograph
(79), synthesis (80), technique
(81), and textbook (82, 83) sources. Discussion
of the physical chemistry literature begins with
Landolt-Bornstein (84) and the
Landolt-Bornstein New Series
(85),8 then continues with other sources including
treatises (86), handbooks (40,
41), and tables (87-89).
Discussion of the analytical and biochemical literature
includes treatises (46,
90-92) and other chemical sources.
Library exercise 10 is limited to the examination
of organic literature, while exercise 11 surveys the
inorganic, analytical, and physical chemistry and
biochemistry literature. These exercises provide an
introduction to the literature sources of the various areas of chemistry.
Many colleges and universities that do not have
doctoral programs in chemistry find it cost prohibitive
to hold collections of major works such as
Beilstein, Gmelin, and
Landolt-Bornstein; however, this need not
prevent students from being exposed to these treatises. There
are often large research institutions within a short
driving distance at which the librarians are amenable to
class trips from smaller schools, especially if the visiting
students have had library instruction by means of a
chemical literature class. Exercise 12 utilizes
Beilstein's fourth edition (62),
Gmelin (75), and
Landolt-Bornstein's 6th edition (84) or the
New Series (85), as well as
Science Citation Index (58).
Patents and Government Documents (Library Exercise 13)
The discussion of patents includes a definition,
goal, and brief history of patents, the basic elements of
patentability, the description and claims of a patent,
and patent types. These topics are followed by a listing
of U.S. patent headings and specifications, patent
classifications, and a description of patent depository
libraries and the cost of obtaining patent documents from the
U.S. Patent and Trademark Office. The three types of
periodicals that list patents (patent journals,
abstracting journals, and industrial chemical journals) are
discussed with descriptions of the Official
Gazette (93) and the CA patent indexes.
The discussion of government documents
includes a description of government publications, the
general organization and activities of federal agencies
(94), and the involvement of each in scientific studies. A
description of depository libraries and sources used to
locate federal (95) and state (96) publications is also presented.
Library exercise 13 requires students to search
the patent literature and government publications.
The patent literature search involves both author and
patent number searches and utilizes the CA Numerical
Patent Index, CA Patent Concordance, and
CA Patent Index. The government publication search utilizes the
Monthly Catalog of U.S. Government
Publications (95), its indexes, and the university library government publication
catalog to locate the assigned subject and keyword from
an assigned year.
Conclusions
This paper is an effort to encourage science
educators to provide a mechanism for their students to
become familiar with the chemical literature and its
effective use. My goal was to provide ample sources, ideas,
and examples so that one can develop a chemical
literature course at any university library. Both traditional
and online searching techniques have been described and
incorporated into 13 library exercises that can be
easily modified to correspond with available library sources.
The true usefulness of a chemical literature
course may be best stated by former students. Two
statements that I have heard repeatedly are "I only wish I had taken the chemical literature course earlier in my college
career" and "The chemical literature course was one of
the most useful courses I took in college." Regardless of
how important we as science educators realize that a
chemical literature course may be, when students
recognize its importance and usefulness, then we must
provide them with the opportunity for a complete education.
Acknowledgment
I would like to thank the library staff at the
Austin Peay State University Woodward Library for their
help with the chemical literature course students and
support of the professor. In addition, I would like to
thank the library staff at the Vanderbilt University
Stevenson Science Library for allowing Austin Peay State
University Chemical Literature classes to utilize their
facilities during the past ten years. Accessibility to the
Vanderbilt science library has allowed us to provide our
students with a truly comprehensive chemical literature course.
Notes
1. Although it is no longer in print, I used Mellon's
Chemical Publications (18) as the course text from 1985 to 1993. I
currently use handouts from a variety of sources (see Supplements link) and lecture notes from previous years in the chemical literature course.
2. The initial format of the library exercises in this paper
originated from Gorin and Dermer (31) and has been revised to
conform with the chemical literature available at our university
library. Although other schools may not have the specific literature
sources described in this paper, a variety of other sources can be
easily substituted for all library exercises, and the assigned items for
each exercise can be easily located by perusal of one's available
chemical sources.
3. University library handouts are utilized, including a
map with descriptions of the individual areas of the library.
4. Online searching of the library catalog has only
become available at the APSU library since the chemical literature
class was last taught.
5. Both the Chemistry Department and the university
library have computer laboratories that have WordPerfect for
Windows programs installed and are available for student use. Students
are required to perform a practice exercise using the outline
format found in a WordPerfect for Windows guidebook
(35).
6. The chemical literature course described in this article
does not currently utilize the LCA and LREGISTRY files; this option
may be added to the course in the future, but only after students
have had training using the STN Mentor program.
7. Appropriate search topics for library exercise 9 that
produce citations available in the university library can be located
by performing a search of the STN Mentor program for journals
available in the library, via the coden search parameter (e.g.,
SEARCH JCEDA8/CO for all papers in this
Journal)
8. Science Citation
Index, Beilstein, Gmelin, and
Landolt-Bornstein are not available at the Austin Peay State
University library. Exercise 12, which includes these indexes and
treatises, is performed at the Vanderbilt University Stevenson Science
Library in nearby Nashville, TN.
9. A series of papers has been published in this
Journal that provides material regarding organic chemistry information
sources (72-74).
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