基于个人学习的信息素养课程教学研究

信息素养是高校学生应具备的个人素养之一,信息素养课程教学是培育学生信息素养的主要途径。针对我国高校信息素养教育的现状与存在的问题,以学生的个人学习为核心,从教学方式、教学内容、教学程序等方面重新构建了信息素养课程,以促进学生发挥自主学习及协作能力,达到教学目的。     

Problem-Based Learning教学中的信息素质教育

介绍在实施基于问题学习(PBL)的试点教学改革中北京大学医学图书馆采用的一种新的信息素质教育方法，即将图书馆的信息素质教育内容整合到PBL教学课程中的方法;总结整合教学过程中信息素质教育的经验成果，阐明该方法对学生信息素质能力的培养和图书馆发展的重要意义。     

Information Literacy and the Evolving MBA Degree

MBA program curriculums have been the target of criticism since the financial scandals of the early 2000s, with the main focus being that many programs sacrificed the teaching of useful, real world skills in favor of impractical scientific research, while also neglecting areas such as ethics and social responsibility. The financial collapse prompted many MBA programs to implement reforms which include adding experiential learning programs among other changes. These reforms provide opportunities for librarians to introduce or increase information literacy components in the programs. The current state of MBA information literacy practices is discussed, with several initiatives highlighted and some new approaches suggested.     

学习型社会中的图书馆员信息素质浅析

在学习型社会的构建中,图书馆员充当着信息素质教育实施主体和客体的双重身份.文章提出了图书馆员在新形势下所应具备的素质,着重分析了教师型馆员的工作困境和工作内涵,并提出了馆员继续教育的途径.     

利用ARCS动机模型提升信息素养学习动机的策略研究

[目的/意义] 对ARCS动机模型的内容进行分析,将ARCS动机模型应用到信息素养教学中,通过问卷调查了解ARCS动机模型对信息素养教学的影响。[方法/过程] 分析ARCS动机模型的理论基础和主要内容。以混合学习环境为基础,从教学活动设计的微观层面出发,深入探讨ARCS学习动机模型在高校信息素养教学中所采用的各种动机策略,包括引起注意力、与学习者切身相关、提升学习者信心、提升学习满足感相关的教学策略。[结果/结论] 通过问卷调查的方式了解学生的动机水平,调查发现与一般教学法相比,将ARCS动机模型应用到信息素养教学的方法,更能提升学生的信息素养学习动机,是一种有效的激发和维持动机的教学策略。     

Guided and Team-Based Learning for Chemical Information Literacy

This case study recounts a process of course design, conduct, and evaluation for a single-session chemical information literacy class using guided and team-based learning. This approach incorporates active learning, worked examples, process worksheets, and POGIL elements. The instruction followed an iterative cycle of learning exercises whereby (1) the instructor introduces an information problem or task through a short presentation, (2) student teams collaboratively work through process worksheets that guide them through the technical and analytical tasks of resolving the information problem or task, (3) the instructor serves as a facilitator to address learning needs that arise during the exercise, while student teams analyze and reflect upon the learning activity and concepts, and afterwards, (4) the class engages in a discussion as an opportunity for evaluation, further exploration, and peer instruction. Overall, the guided and team-based learning approach offers opportunities to observe student progress closely and forges a collaborative spirit between students and the instructor for an engaging and rewarding experience.     

关于完善我国高校信息素养教育内容的思考及建议

〔摘要〕 简要回顾我国高校信息素养教育内容发展的特征与变迁，指出信息素养教育存在重技能培养,轻信息意识和信息道德教育的问题;指出信息素养教育应当包括信息意识教育、信息能力教育、信息道德教育三方面的内容。建议相关部门尽快从教学目标、教学大纲、教材建设、教师培训等方面入手，充实对学生进行信息意识及信息道德教育的内容，使我国高校的信息素养教育得以全面发展。     

Information Literacy Programs

Summary

With the rapid advances in information technology, the proliferation of information resources and formats, and the increasing complexities of access and evaluation, libraries recognize the necessity for a dynamic information literacy program that will address the needs of all categories of users. University faculty constitute one group of users to which the systemic college library increasingly endeavors to extend and market its services and programs, including its information literacy training workshops. A consideration of this library/classroom faculty relationship in the context of the adult education literature, as well as successful models that have been employed in this effort, provide insight on ways in which the library can successfully accomplish its information literacy training objectives among this group.     

Focusing on the Thinking,Not the Tools: Incorporating Critical Thinking Into an Information Literacy Module for an Introduction to Business Course

Two librarians at the University of Louisville explain how a university-wide Quality Enhancement Plan focused on critical thinking led to positive changes in information literacy instruction at their institution. A revised information literacy module for an introductory business course serves as an example of a new instructional approach that emphasizes critical thinking about information, rather than library tools such as catalogs and databases.     

Introducing Information Literacy 2.0

In the age of Google, academic library services are changing out of necessity. Students and faculty have many more sources of information beyond the library's offerings and reference desk statistics are plummeting. To remain relevant, academic library services must adapt and librarians must apply their skills in new ways. In this column, the author will explore current issues in academic library services.     

Learning to Love Your Discovery Tool: Strategies for Integrating a Discovery Tool in Face-To-Face,Synchronous, and Asynchronous Instruction

Some librarians embrace discovery tools while others refuse to use them. This lack of consensus can have consequences for student learning when there is inconsistent use, especially in large-scale instruction programs. The authors surveyed academic librarians whose institutions have a discovery tool and who teach information literacy classes in order to identify barriers to using them and to develop strategies to effectively integrate them into instruction. The authors used the survey results and recent studies on the research habits of undergraduates to propose strategies for integrating the discovery tool at the programmatic level in a more meaningful and sustainable way.     

The Application of Learning Theory to Information Literacy

ABSTRACT

Many colleges and universities are advocating information literacy within their mission statements. To this end, many librarians are offering for-credit courses that incorporate the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards in their instructional programs. In their role as instructors, librarians should be familiar with learning theory, in particular behaviorism and constructivism. The application of a particular learning theory dictates the structure of the course and reinforces the role of librarian as educator.     

信息素质教育游戏挑战-技能平衡策略

[目的/意义]借鉴流理论及游戏挑战与技能平衡的原理和方法,提出并检验促进信息素质教育游戏挑战与技能平衡的策略。[方法/过程]分析挑战与技能的平衡如何促进或制约流体验的产生,总结实现挑战与技能静态与动态平衡的原理。提出信息素质教育游戏挑战与技能平衡的4个策略并运用于文献类型学习游戏《知识工厂》的挑战系统设计中,使用实验方法加以检验。[结果/结论]知识挑战主导策略有助于设计出符合学习内容特点的游戏任务,利用知识的内在逻辑关系能够建立与玩家技能水平动态平衡的挑战系统;游戏支架引导策略有助于降低挑战难度;学习内容分解策略有助于设计出符合循序渐进教学规律的信息素质教育游戏;交互操作简化策略有助于减轻认知负荷。     

高职院校信息素质教育以赛促学模式实践

简述了高职院校以赛促学模式开展信息素质教育的意义,从合理确定指导原则、内容规划和健全机制等方面论述以赛促学模式的保障实施,对广州铁路职业技术学院信息素质以赛促学模式实践进行了介绍,探讨了以赛促学模式今后的发展方向。     

信息素养个性化自主学习平台基本问题探讨

[目的/意义] 信息素养存在个体差异,当代大学生更倾向于“个性化、交互式、任务参与型甚至自主的学习”;信息素养个性化自主学习平台可为广大学生的差异化需求和持续进步提供解决方案。[方法/过程] 从自主学习需要的要素出发,分析“分学科、分阶段、分等级”模块化知识组织、信息素养评估、自主学习过程行为模式、信息素养提升影响因素和依赖路径、学习资源的个性化推荐等6个要素,据此定义平台系统架构和运行规则,并提炼出信息素养自主学习平台需要突破的3个技术难点：信息素养评估、信息素养提升的依赖路径、个性化推荐算法。[结果/结论] 研究结果表明,信息素养个性化自主学习平台不仅仅需要解决资源和用户行为相匹配问题,还需要具备“面向更高一级信息素养水平而推荐学习资源和学习策略”的能力。     

Cyborgs in the Academic Library: A Cyberfeminist Approach to Information Literacy Instruction

This article expands on the figure of the cyborg librarian (Yoder 2003), specifically addressing its overtly cyberfeminist intentions. Drawing on critical information literacy and feminist pedagogy, the cyborg is positioned within the discussion of academic library instruction. This article suggests cyberfeminist techniques for encouraging students to navigate complex and diasporic information resources while thinking critically about issues of diversity and inclusion. Also provided are examples of ways in which the cyborg can guide students to use digital technologies to subvert the narratives that are woven throughout dominant information and knowledge paradigms.     

MOOC环境下混合式信息素养教学模式研究

[目的/意义] 构建基于MOOC的混合式信息素养教学模式,希望改变目前高校信息素养课程课时不足、师资缺乏、师生课下交流不充分的现状,提高信息素养课程的教学质量。[方法/过程] 在混合式教学基本原理的基础上,概括出教学内容、教学时间、教学方式和学习评价4个维度进行混合式信息素养教学模式的构建,并通过成绩分析、问卷调查和访谈的方法了解该模式的教学效果。[结果/结论] 在分析信息素养MOOC课程和传统课程融合的可能性和必要性的前提下,构建MOOC信息素养课程和课堂教学相结合的混合式信息素养教学模式,从实证的角度对混合式信息素养教学模式进行调研和统计分析,发现该教学模式得到了学生的高度认可,适合于高校信息素养教育。     

嵌入式信息素养教育——信息素养教育的新途径

文章分析了嵌入式信息素养教育兴起的背景,概述了国内外嵌入式信息素养教育的现状,归纳总结了嵌入式信息素养教育的几点启示。     

Leveraging Learning Outcomes to Build an Online Information Literacy Tool

This exploratory study applies reflective practice to analyze the role of learning outcomes in developing an online information literacy tutorial. [web address] is a set of ten open access modules that build graduate-level academic literacies and research skills. At the heart of the modules is a set of rigorously crafted learning outcomes that provide the foundational structure on which the self-paced tool is built. Using Gibbs’ Reflective Cycle, this study traces how learning outcomes framed an iterative four-stage design process. Drawing on these findings, we offer considerations for teams developing online learning tools for information literacy and research skills.     

The Critical Inquiry Imperative: Information Literacy and Critical Inquiry as Complementary Concepts in Higher Education

Sharing a variety of characteristics and theories, critical inquiry and information literacy have the potential to complement one another in a higher education setting. This article explores an initiative at the University of South Carolina Aiken to help students with their critical thinking and reasoning skills through the implementation of a new, one-credit, freshman seminar course. The class, entitled Critical Inquiry, would address three student learning outcomes, including one directed at information literacy. A case study of how the initiative was implemented is discussed.