P. L. Olympia, Jr. University of the District of Columbia-Van Ness 4200 Connecticut Avenue. N.W. Washington. D.C. 20008
Present-day technology has left in its wake massive mounts of information which somehow must be communi:ated, digested, and absorbed. The impact of the so-called nformation boom is felt increasingly hy the typical chemical !ducator who, today, tends to spend more and more time .eading and writing technical reports and preparing instruc:ional materials. Although the amount of information with which we must cope has undergone an exponential growth in .he last two decades our manner of communicating ideas via .he orinted . oaee " essentiallv has remained unchanaed. 1; our daily struggle to cope with paper mounta&s the derelooment of soeed-readina skills has helped to some extent. In speed-reading, of courseywe are taughcnot to read the way we write-not to read sentences word by word hut rather to ;can paragraphs for essential ideas. However, if speed-reading were to he our only answer to today's problem of coping with I jungle of printed matter urcwmdd not he tolance. hut also more seriouslv, be:ause speed-reading is a one-way improvement that applies xfter the f a c t a limited cure where we most need prevention. For, indeed, if we were supposed to scan ~aragraphsonly to mnt for main ideas why should we write paragraphs in the irst place? What we need is a "paragraph-less" way of writing ,hat presents ideas without unnecessary transitional phrases. rhat, in fact, is the essence of "information-mapping." This paper describes the use of information mapping in :hemistry and in other related sciences. It is intended prinarily for the modern chemical educator who, in typical Washineton "bureaucratese." is "information-impacted." I t interest to those who are engagedin compes of ;encv-based courses such as PSI chemistry courses who typcall; are faced with preparing a great number of instructional ind learning module^.^
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