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Wednesday, November 7 • 3:40pm - 4:20pm
Discovering the Library and the Librarian in Science Textbooks: Representations and Implications

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College textbooks introduce students to the scope and methods of inquiry in a particular discipline and in that context also discuss library research. This paper will report the results of a project that investigated how introductory science undergraduate textbooks represent libraries and librarians as well as the related information/research concepts of peer review, primary literature, secondary literature, scientific literacy, and scientific method. This study involved three stages: (1) identifying and collecting the textbooks used in introductory physics, biology, and chemistry undergraduate courses; (2) identifying textbook components that discuss library research and related concepts and then using qualitative coding to analyze these components for tone, coverage, scope, etc.; and (3) examining the results in context of library information literacy program goals and implications for textbook publishers and authors. Results indicate both commonalities among the disciplines as well as some interesting differences. Libraries, librarians, etc. are mentioned more often than one might think but, ultimately, not as often as one might hope. The paper will highlight implications for undergraduate student perceptions of the value of academic libraries and implications for faculty-librarian collaboration.

Speakers
avatar for Jenny Bruxvoort

Jenny Bruxvoort

Graduate Student, U of IL Urbana
avatar for Paige Dhyne

Paige Dhyne

Graduate Student, U of IL Urbana
Science communication, science literacy as information literacy, open access, open science, STEM librarianship
avatar for Lisa Hinchliffe

Lisa Hinchliffe

Professor/Coordinator for Information Literacy Services and Instruction in the University Library, University of Illinois