高校信息素养课程设计

本文通过对信息素养课程开设现状的阐述,简述了目前我国高校在大学生信息素养培养方面存在的问题,并对信息素养教学的课程体系、课程模式、课程教学方法以及教学效果的评估等内容进行了探讨.     

Approaches to providing information literacy training in higher education: Challenges for librarians

This paper maps the domain of information literacy and provides a guide as to what areas the phrase includes. Delivering training in aspects of information literacy has been central to the role of user services in academic libraries for many years. However there are other aspects of information literacy that do not form part of this tradition. Having described the remit of the phrase different approaches to incorporating information literacy training in the curriculum are described and placed on a continuum ranging from discrete ‘stand alone’ training solutions to the integration information literacy into the subject based learning of the student. Challenges that face educators and librarians in particular are discussed.     

高校图书馆是高校信息素质教育的重要基地

信息素质是信息社会中人所必备的素质,也是高校素质教育的有机组成部分。它不仅是一种能力素质,而且是一种综合素质,其内涵主要包括信息意识、信息能力和信息道德。文章论述了高校图书馆在高校信息素质教育中发挥着重要作用,以及如何开展信息素质教育。     

高职院校图书馆嵌入专业课程式信息素质教育研究

针对高等职业院校学生信息意识不强、信息知识缺乏和信息技能不高的现状,文章以茶艺专业"中国茶史"课程为例,分析了高等职业院校嵌入专业课程式信息素质教育的可行性,并阐述了信息素质教育嵌入专业课程的教学方式、嵌入时机以及授课内容,详细介绍了这种教学方式的实施与教学效果的评价。     

高校图书馆信息素质教育研究的文献计量分析

信息素质作为高校图书馆的一项重要职能，已得到越来越多人的认可和研究。文章以中文科技期刊数据库收录文献为研究对象，运用文献计量学方法并结合文献内容，从文献增长情况、文献著者、文献主题等方面，分析国内高校图书馆进行信息素质教育的研究状况，并提出几点建议。     

基于建构主义理论的高校信息素养教育

针对当前信息素养教育存在的诸如:教学体系层次不科学、内容与实际联系不够密切、教学过程中忽视学生的主动性和能动性、评估不够科学与全面等问题,认为应对高校信息素质教育进行改革.引进建构主义理念,在现代信息技术的支持下,开展探究式教学、情景教学、讨论协作教学等新教学模式,并建立科学的评价体系,对信息素质教育进行意义构建.     

Financial literacy and education: An environmental scan

The article provides an environmental scan of financial literacy activities and information resources. The complex intermingling of economic policies with perceived need for improved financial literacy are touched on. Organizations providing financial literacy and education are identified with their corresponding agendas and available information resources. Reviews of effectiveness of sample financial education programs for adults and K-12 are described. The community is seen as the locus for increasing the availability of financial education for both adults and children, and gaps in best practices are identified.     

大学生媒介素养教育现状分析

在当今信息社会，媒介传播技术和媒介文化迅速发展，迫切需要培养和提高大学生的媒介素养。本文对当代大学生媒介素养现状作了客观、全面的分析，并从不同层面对大学生媒介素养教育提出了较为具体的应对措施和办法。     

中美信息素质教育比较研究

本文介绍了信息素质的内涵，分析了中美两国信息素质教育的现状，并总结了美国信息素质教育经验对我国信息素质教育发展的几点启示。     

Developing health information literacy: a needs analysis from the perspective of preprofessional health students

Objective:

The research identified the skills, if any, that health preprofessional students wished to develop after receiving feedback on skill gaps as well as any strategies they intended to use to address these gaps.

Methods:

A qualitative approach was used to elicit students'' reflections on building health information literacy skills. First, the students took the Research Readiness Self-Assessment instrument, which measured their health information literacy, and then they received individually tailored feedback about their scores and skill gaps. Second, students completed a post-assessment survey asking how they intended to close identified gaps in their skills on these. Three trained coders analyzed qualitative comments by 181 students and grouped them into themes relating to “what skills to improve” and “how to improve them.”

Results:

Students intended to develop library skills (64% of respondents), Internet skills (63%), and information evaluation skills (63%). Most students reported that they would use library staff members'' assistance (55%), but even more respondents (82%) planned to learn the skills by practicing on their own. Getting help from librarians was a much more popular learning strategy than getting assistance from peers (20%) or professors (17%).

Conclusions:

The study highlighted the importance of providing health preprofessional students with resources to improve skills on their own, remote access to library staff members, and instruction on the complexity of building health literacy skills, while also building relationships among students, librarians, and faculty.

Highlights

• After receiving feedback on skill gaps, most preprofessional health students intend to develop their information literacy skills.
• Some students report that a trip to the library is a barrier to using library resources.
• Students see the need to build their information evaluation skills, knowledge of citations and plagiarism, and library skills, which they differentiate from Internet skills.
• Students are more likely to identify librarians as sources for assistance in finding information than faculty or peers after receiving individual feedback explaining the role of libraries and library staff members.

Implications

• Students'' health information competencies can be built through assessment and feedback that reveals skill gaps, highlights misconceptions, and offers ideas on how to improve.
• Access to professionally designed self-study resources is needed for students who intend to develop health information competencies on their own.

     

信息素质教育研究的创新发展

文章在综述信息素质教育国内外研究现状的基础上,提出了信息素质教育创新研究的思路及值得关注的主要研究领域,以期突出信息素质教育的社会贡献。     

Evaluating information literacy educators' practices before and after the course facilitating information literacy education: from tutor to learner-centred

Objective: The article gives an account of a study on the impact of facilitating information literacy education (FILE) on its participants, health librarians who have attended this course between 2007 and 2010. Methods: The analysis presented here is based on the first stage of the research, funded by the Higher Education Academy Information and Computer Sciences and consisting of an online survey. This survey was conducted in Autumn 2010 and examined the respondents’ examples of information literacy practice before and after FILE. Results and conclusion: Two main outcomes can be drawn from the data. First, that overall the respondents’ provision of information literacy education has shifted from a tutor‐centred approach (where the trainer decides what the learner needs) to a learner‐centred approach (where the learner decides what he/she needs). And secondly, that the impact of FILE should be seen in terms of a self‐perpetuating professional development, rather than measured in terms of specific changes that occur at set times (e.g., at the end of the course or 6 months after completion). As one FILE participant puts it: ‘When FILE ends your career as an information literacy professional starts.’     

关于我国高校图书馆信息素质教育的调查分析

本文基于实际调查走访中得到的一些数据和事实,分析了我国高校图书馆对读者进行信息素质教育的现状及存在的主要问题,并提出了相应的发展对策。     

我国高校信息素质教育研究论文分析与评价

本文对1997-2006年我国高校信息素质教育研究论文进行了分析.重点探讨了高校信息素质教育研究论文的主题,包括:高校信息素质教育与图书馆的关系、信息素质教育的内容与方法、信息素质教育存在的问题、信息素质教育的创新及其创新模式.在此基础上,分析了高校信息素质教育的研究走势.     

Collection development education: An Australian perspective

This paper describes efforts by the library profession in Australia to improve the teaching of collection development, especially attempts to achieve greater articulation between professional practice and professional education at university level. It surveys a number of important seminars and workshops, reviews a set of educational guidelines, and offers as a case study the curricular response of a specific library school (School of Information Studies, Charles Sturt University—Riverina) to professional concerns regarding collection development education.     

Exploring the interdisciplinary characteristics of library and information science (LIS) from the perspective of interdisciplinary LIS authors

This bibliometric analysis explores the interdisciplinary characteristics of library and information science (LIS) from the perspective of interdisciplinary LIS authors. Articles published in non-LIS journals by LIS authors between 2005 and 2014 and indexed by the Web of Science database formed the basis for analysis. The results showed that interdisciplinary LIS authors published articles in numerous disciplines; a largest number of articles were found in medical and music journals. Over half of the articles published by these authors were not LIS-related and were primarily singly-authored articles and articles coauthored by LIS and non-LIS authors. Most articles coauthored by only LIS authors involved LIS-related topics. Interdisciplinary LIS authors preferred to publish by themselves. The majority of interdisciplinary authors were academic librarians. Interdisciplinary LIS authors most frequently collaborated with other LIS authors, followed by authors from the field of medicine. Although interdisciplinary LIS authors are a minority, they are active in expanding the visibility of LIS.     

OER evaluation as a means of teaching information literacy in individual and small group settings

ABSTRACT

Open education resources represent a great opportunity to reduce textbook costs, but many of them have not been evaluated for quality. Librarians and former students in an introduction to engineering course collected and evaluated open education resources to supplement the course textbook in future semesters. Both searching for and evaluating these resources created opportunities for the librarians to evaluate information literacy skills of these students and to provide instruction to improve these skills.     

基于信息素质教育的高校文献检索课改革

简述了文献检索课在信息素质教育中的重要性,分析了高校文献检索课的现状和问题,对如何充分发挥文献检索课在信息素质教育中的重要作用提出了建议。