The Effect of Peer Review on Information Literacy Outcomes in a Chemical Literature Course
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David A. Zwicky [1] ; Michael D. Hands [1]
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[1] Purdue University
Purdue University
Township of Wabash, Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 93, Nº 3, 2016, págs. 477-481
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This article describes the use of peer review in a writing project involving upper-level chemistry students in a chemical literature course, with the goal of improving student performance in meeting information literacy outcomes. Students were asked to find articles on a topic of their choice over the course of a semester and assemble the results into a brief paper, which was anonymously peer-reviewed by their classmates and then revised. The papers and the reviews were evaluated using a rubric based on ACRL information literacy competency standards for science, engineering, and technology students. Significant improvements relating to seven standards-based outcomes were observed (p < 0.02), corresponding to specific reviewer criticisms in up to 43% of student papers.
