近几年我国在线信息素质教育研究综述

目前在线信息素质教育成为我国信息素质教育新的研究内容,正逐渐受到研究者的重视。从在线信息素质教育的研究方式、实践研究和体系建设研究等方面对我国在线信息素质教育研究现状进行综述,并对在线信息素质教育研究中存在的问题和今后的研究方向进行了一些思考。     

高校图书馆合作开展在线信息素质教育研究——以安徽省为例

对安徽省高校在线信息素质教育进行调查和分析,认为合作是开展在线信息素质教育的重要策略,并提出建立协调管理机制,确立牵头的中心馆;合作开发在线信息素质教育平台;与合作化虚拟参考咨询服务项目合并进行;加强与本校院系教师的合作等具体的实施策略.     

高校图书馆在线信息素质教育模式的探讨与研究

分析了国内外高校图书馆在线信息素质教育的现状,提出了在线信息素质教育目标和评价指标体系的统一化,教育内容的层次化、专业化和模块化。结合深圳大学图书馆用户教育的实际情况,提出同时利用网站和网络教学平台整合教学内容与资源,进行在线信息素质教育。     

天津市高校图书馆在线信息素质教育现状调查与分析——以天津市为例

随着Web2.0技术在图书馆的应用,在线信息素质教育已逐渐成为高校图书馆开展读者信息素质教育的主要形式.本文从在线信息素质教育采用的方式、内容、媒体形式等五个方面,对天津市18所高校图书馆在线信息素质教育进行网上调查,通过分析在线信息素质教育的现状和存在的问题,提出改进天津市高校图书馆在线信息素质教育的策略.     

台港澳地区在线信息素质教育情况的比较与分析

台港澳地区在线信息素质教育对处在初步发展阶段的我国大陆地区在线信息素质教育的开展具有重要借鉴意义。文章在调查台港澳地区知名高校的在线信息素质教育平台的基础上，着重对其教育类型和主要特点进行了分析，以此来说明台港澳地区在线信息素质教育的现状。最后结合我国大陆的具体情况及台港澳地区的先进经验，对我国如何有效地开发在线信息素质教育平台，普及信息素质教育提出几点建议。     

高校图书馆读者在线信息素质教育的探讨与实践

高校图书馆是高等学校开展信息素质教育的主要阵地,而读者在线信息素质教育则是开展信息素质教育的良好平台.通过读者在线信息教育,可以培养和提高读者的信息意识和获取、评价与利用信息的能力,提高读者的信息素质.论述了高校图书馆开展读者在线信息素质教育的必要性,阐述了高校图书馆开展读者在线信息素质教育的优势,分析了高校图书馆开展读者在线信息素质教育中存在的问题,提出了高校图书馆开展读者在线信息素质教育应采取的措施.     

我国农业院校图书馆在线信息素质教育的调查与分析

随着数字信息环境的形成,在线信息素质教育逐渐成为图书馆用户教育的主要形式。对全国农业院校图书馆在线信息素质教育的形式、内容、开放程度进行了网上调查．分析了当前我国农业院校图书馆在线信息素质教育的现状和存在的问题,提出了改进我国农业院校图书馆在线信息素质教育的策略。     

国外高校图书馆在线信息素质教育调查

通过网页访问的方式,对世界排名前100所高校的图书馆开展在线信息素质教育情况进行调查,总结出国外高校图书馆在线信息素质教育的特点,对我国高校图书馆开展在线信息素质教育提出了一些建议。     

我国"211工程"百所高校在线信息素质教育的调查与分析

随着数字信息环境的形成，在线信息素质教育逐渐成为图书馆用户教育的主要形式。通过对我国“211工程”高校在线信息素质教育形式、内容、媒体形式、开放程度、组织结构等进行问卷调查和网上调查，分析了当前我国“211工程”高校在线信息素质教育的现状和存在的问题，提出了改进我国高校在线信息素质教育的策略。     

在线信息素质教育平台的框架体系与技术实现

以天津高校图书馆为例,本文从在线信息素质教育平台的开发目标、框架体系、技术实现等方面阐述了实现在线信息素质教育平台的总体架构与实现方法,旨在构建适合高校图书馆信息素质教育的在线平台,提高用户信息素质水平。     

Online information literacy instruction in Mexican university libraries: The librarians' point of view

Online information literacy instruction is becoming increasingly popular among university libraries, although the level of its development varies from institution to institution. In this study, we seek to ascertain implementation levels for online information literacy instruction among university libraries in Mexico, as well as librarians' experiences, opinions, and attitudes with regard to this instruction modality. To this end, we analyzed data collected between November 2015 and January 2016 through a survey that was sent to 559 libraries at Mexican public universities and completed by 189 librarians. The results show a limited development of information literacy instruction in general and in online instruction in particular, despite the recognition of its importance and usefulness. The main barriers to implementation that were identified were a lack of technological resources and of personnel qualified to undertake these tasks. The main challenges that the libraries that do provide online instruction have had to face are related to a lack of institutional support, a lack of cooperation on the part of faculty members, students' motivation, and librarians' expertise.     

基于Big6模式的医学生在线信息素养教育网站设计与实现

文章从对我国医学信息素养教育现状的分析入手,探讨了开展基于医学学科的在线信息素养教育的现实意义,然后简要介绍了国内外大学图书馆在信息素养教育领域的发展情况,最后对医学生在线信息素养网站的构建原则、网站内容设计、Big6框架设计、动态网站后台管理系统、网站特色以及存在的问题进行了阐述,指出信息素养与专业素养的有机结合仍有许多问题值得深入探讨。     

LibGuides and Web-Based Library Guides in Comparison: Is There a Pedagogical Advantage?

This study investigates whether the platform used to deliver a tutorial matters in online information literacy instruction and assesses the overall quality of an information literacy tutorial assignment given to an undergraduate survey class. The study asks whether there is any pedagogical advantage between information literacy tutorials created in the LibGuides library guide creation software and tutorials created as Web pages. This research question is relevant to current studies of online information literacy tutorials, particularly given the increasingly dominant but under-researched position of LibGuides in the academic library world for delivering guides and tutorials. Two separate groups of students completed LibGuides and Web page versions of the same information literacy tutorial assignment in a university undergraduate communication course. Survey results of these 89 students indicated that both the LibGuides and Web page platforms deliver online instruction content effectively and achieve learning objectives almost equally well. Results also indicated content areas within the assignment that could be strengthened.     

Online Tutorials and Effective Information Literacy Instruction for Distance Learners

As Internet and computer technologies have evolved, libraries have incorporated these technologies into the delivery of information literacy instruction. Of particular benefit is the ability of online tutorials to deliver information literacy instruction to students not physically present on campus. A survey of library and information science literature determines that while a variety of methodologies have produced mixed results, the majority of studies find online tutorials can often be as or more effective than face-to-face instruction. However, more consistent research methods are needed to draw meaningful conclusions regarding student preferences, satisfaction and performance in response to online instruction.     

Collaborative Learning in an Information Literacy Course: The Impact of Online Versus Face-to-face Instruction on Social Metacognitive Awareness

Metacognition and social metacognition play important roles in information literacy, online learning, and collaborative learning. This study examines how students rated themselves in both metacognitive and social metacognitive awareness after a collaborative project in an information literacy course offered face-to-face and online. Students in the face-to-face version of the course rated themselves as having higher social metacognitive awareness, though metacognitive awareness scores were similar. Because of this finding, this article makes recommendations for improving collaboration online for information literacy instruction.     

我国高校信息素质教育发展新动向

对我国高校信息素质教育的现状、教学内容和理论研究等三方面进行调查并分析其特点。最后归纳和总结出我国高校信息素质教育的发展新动向：强调学生信息素质的全面培养、注重培养创新思维和创新能力、重视教学内容及时更新、注重检索技能训练和实践教学、重视研究性学习和合作教学、倡导在线自主学习、重视信息素质教育理论研究。     

Web 2.0 and Information Literacy Instruction: Aligning Technology with ACRL Standards

The purpose of this article is to report on how Web 2.0 tools in an online information literacy instruction course aligned with ACRL's Information Literacy Competency Standards for Higher Education. A qualitative case study was undertaken on an online graduate course related to information literacy instruction. Data collected included: course activities, assignments, emails, online discussions, and surveys. The educational theory of constructivism and its adherence to reflection, active learning, and social interaction was used to find patterns in the data. Activity theory provided a framework for data analysis and interpretation related to the patterns of activities that took place while students used each Web 2.0 tool. Web 2.0 was found to enhance all five information literacy standards. These standards related to collaboration, information organization, creativity, discussion, and technology education.     

我国高校图书馆在线信息素养教育资源调查及建设策略

以国内39所“985工程”高校图书馆为调查对象,通过网络调查法,从图书馆主页中的发布途径、开放程度、资源内容、表现形式和资源来源等方面,分析在线信息素养教育资源的建设情况,提出我国高校图书馆在线信息素养教育资源建设策略,包括纳入资源服务系统,实现一站式检索;借鉴MOOC的合作开放理念,实现资源共建共享;加强信息道德和法律内容的建设,注重特色资源建设;丰富教育资源的多样化表现形式;扩大馆外优质资源的收集与推荐等。     

英国高校信息素养教育进展

通过对英国主要信息素养组织机构、学术活动、标准框架的演进以及英国高校信息素养教育发展现状的调研,可以看出分阶段的信息素养教育、结合专业的信息技能培养、开展在线课程以及多元化的信息服务是目前培养学生信息技能乃至终身学习能力的重要走向。