论文部分内容阅读
[目的/意义]2015年2月美国大学与研究图书馆协会(ACRL)发布《高等教育信息素养框架》(正式文件),ACRL建议各图书馆将其与2000年《高等教育信息素养能力标准》配合使用,以继续探索变化中的新信息生态圈,希望通过分析其创新之处及思考存在的问题,为国内信息素养教育提供参考。[方法/过程]阐述《高等教育信息素养框架》理论基础及各子框架内容,分析其创新之处和存在的问题,在此基础上对信息素养教育的实践进行思考。[结果/结论]认为面对新交流技术及网络协同环境,高校信息素养教育要重视信息活动的情感因素,能指引社交网络化的信息活动并通过加强元认知教育培养学生的批判性思维。指出《高等教育信息素养框架》目前面临3个主要问题,即是否废止旧标准存在争议,图书馆员对其的接纳需要时间以及《高等教育信息素养框架》的可操作性有待进一步完善。
[Purpose / Significance] In February 2015, the American Association of University and Research Libraries (ACRL) released the Higher Education Information Literacy Framework (official document), which ACRL recommends to each library to link it to the 2000 Higher Education Information Literacy Standards In order to continue to explore the changing new information ecosystem, we hope to provide reference for domestic information literacy education by analyzing its innovations and thinking about existing problems. [Method / Process] Explain the theoretical foundation of “information literacy framework for higher education” and the content of each sub-frame, analyze its innovation and existing problems, and then think about the practice of information literacy education. [Result / Conclusion] In the face of the new communication technology and network collaborative environment, information literacy education in colleges and universities should pay attention to the emotional factors of information activities, guide social networking information activities and foster students’ critical thinking through strengthening metacognitive education. It points out that the “Information Literacy Framework for Higher Education” currently faces three major issues: whether there is any dispute over whether to abolish the old standards, how long it will take for librarians to accept them, and the operability of the “Information Literacy Framework for Higher Education” to be further improved.