Theme-Based Information Literacy Instruction

Theme-based library and information literacy instruction offers an innovative, challenging, and timely approach to teaching credit library courses. This mode of instruction creates a learning environment that enhances student engagement and expands the teaching repertoire of library instruction faculty. Two practical examples of this methodology are discussed.     

在线信息素质教育的框架体系及其实现

分析在线信息素质教育的产生背景以及它在美国和加拿大等地区的发展情况,结合国内的实际并以北京大学的网络培训为案例,探讨构建在线信息素质教育的框架体系与实施方法。指出在线信息素质教育目前存在合作性、更新维护、培训效果评估等问题,并提出解决这些问题的办法。     

Learning More About How They Think: Information Literacy Instruction in a Campus-Wide Critical Thinking Project

ABSTRACT

Critical thinking and information literacy are strongly connected. At Washington State University, librarians have been involved with first-year experience programs and with a grant-funded critical thinking project that enhanced the library instruction and outreach efforts and has led to increased involvement with new initiatives on campus.     

高职院校图书馆在线信息素质教育的调查与分析——以100所示范性高职院校为例

文章通过对国内100所示范性高职院校图书馆的OILI进行网络调查,分析了高职图书馆OILI开展的现状,指出了目前高职图书馆OILI中存在的各种问题,并提出了相应的建议。     

Wake up Information Literacy Instruction: Ideas for Student Engagement

In this article, three librarians from Santa Fe College, the community college winner of the 2015 ACRL Excellence in Academic Libraries Award, share their successful work in information literacy instruction. While the ACRL award is given for overall achievement, this article focuses upon their creative and varied approaches to instruction, incorporating a wide blend of strategies to reach students across the college. Beginning with targeted approaches to virtual instruction, including broad use of the flipped classroom model, and building in active learning techniques, the librarians at Santa Fe College have built an instruction program that could serve as a model to community college libraries across the country.     

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。     

大学生信息素养及其教育研究综述

本文采用文献调查法,梳理了国内外大学生信息素养及其教育现状,归纳了当前研究的特点,指出未来研究中应重视信息素养政策研究、信息通晓研究及加强研究的具体性、可操作性。     

New Tools for Online Information Literacy Instruction

This article investigates the new landscape of online information literacy tools, such as embedding resources into course management software and specific academic organizations' web sites and using podcasts, screencasts, blogs, Web-based board games, and virtual three-dimensional environments. This article also explores the influence these methods have on information literacy skills of undergraduate students.     

Promoting Critical Thinking Skills in Online Information Literacy Instruction Using a Constructivist Approach

ABSTRACT

A constructivist approach to teaching and learning holds that the learner, through interaction and experience with an object or process, creates knowledge. Instruction based upon constructivist theory places the student at the center of the learning environment, while the instructor serves as a guide or facilitator. In direct contrast, traditional learning places the learning in a more passive role, simply mirroring or reproducing knowledge that was provided by the instructor. Constructivist theory has enjoyed a certain level of popularity in higher education as emphasis has shifted from a pedagogical framework to a more andragogical (i.e., adult and learner-centered rather than instructor-lead) one. Emphasis upon teaching critical thinking skills seems a natural fit with a constructivist-based approach to learning. Critical thinking involves the conceptualization, analysis, synthesis, evaluation, and ultimate application of information so that the learner may reach conclusions or form independent judgments based upon what the learner has experienced combined with previous knowledge. The teaching of critical thinking skills using a constructivist-based approach in the field of online library instruction would be an effective means of reaching the large percentage of learners who do not participate in traditional face-to-face bibliographic instruction sessions. This is further supported by the Association of College and Research Libraries' Information Literacy Standards for Higher Education. This article will provide theoretical and philosophical arguments for constructivist-based approaches to teaching critical thinking skills online using online technologies.     

Integrating Assessment into Recurring Information Literacy Instruction

SUMMARY

Information literacy instruction is integrated into the distance education program in library and information science (LEEP) at the University of Illinois, Urbana-Champaign (UIUC). This article describes the LEEP program and the library services provided to its students. Published research on LEEP and related topics in librarianship is reviewed. Student evaluations of library instructional sessions have been gathered since 2002, shared with teaching faculty and administrators, and used to improve and promote information literacy instruction within LEEP. In the fall of 2005, the instructional model for LEEP was adapted to the on-campus environment. Preliminary analysis of the on-campus student evaluations suggests that modifications are needed to deliver an equivalent learning experience to all LIS students at UIUC, whether on-campus or off.     

Tailoring Library Instruction for Non-Science Majors Taking Hybrid and Online Science Classes: Student Perceptions of Information Literacy in the Virtual Environment

An instruction librarian and a biology professor at a small, urban commuter college campus worked together to provide research instruction to non-science majors in selected hybrid and online biological sciences classes. They collaboratively designed in-class and online learning tools, as well as homework assignments aimed at developing non-science majors’ information literacy skills. Through an array of innovative technologies and pedagogical models (including online screencasts, Twitter conversations, and embedded librarianship), they sought to engage non-science majors in the scientific discourse and to encourage them to access and assess reputable online science materials. This study explores the efficacy of their pedagogical partnership.     

国外大学生在线信息素养教育现状分析

论文对国外发达国家的在线信息素养教育发展现状进行分析,指出其在方式、内容、媒体形式、合作开发等方面的特征,并分析了从加强合作、扩展形式、完善内容、加强个性化服务等方面对我国开展大学生在线信息素养教育的一些启示。     

图书馆"在线信息素养课程"构建与实现

在广泛调研国内外高校图书馆在线信息素养教育内容和形式的基础上,分析了我国高校信息素质教育目前存在的一些问题,提出构建集成化、开放式的图书馆"在线信息素养课程"建议,并从教学内容的整体构架、教学模式、模块内容、学习效果测试和反馈方面展开探讨.     

信息素养标准和教学目标对图书馆教育职能改革的启示

分析了“美国高等教育信息素养标准”和“高校图书馆员信息素养教学目标”的产生背景、结构体例和责任分配等特点，揭示了这两个规范性文件在“加强统筹合作”、“倡导信息素养”和“提高馆员地位”等方面的指导意义。     

数字信息素质教育课程的重新构建:模式与策略

[目的/意义]从信息素质教育课程组织者的视角出发,讨论如何利用现代信息技术进行数字化教学,以期能够为业界同仁提供课程构建的参考策略。[方法/过程]以笔者组织建设的中美两国的信息检索MOOC和Metaliteracy课程作为案例,采用网络调查法和案例分析法研究数字环境下的信息素质教育模式。[结果/结论]根据对信息环境、教学技术、教学资源的分析,总结数字化信息素质课程的4种模式,并提出构建和优化课程的3个建议。     

中美高校图书馆在线信息素养教育比较与思考

[目的/意义] 通过对中美高校图书馆在线信息素养教育（OILI）理论和实践的比较分析，探讨我国在线信息素养教育的相关问题。[方法/过程] 通过文献调研、网站调研等方法，了解中美两国OILI的差异并进行分析。[结果/结论] 中美高校图书馆OILI的主体内容相对一致，只是国内对某些内容的处理还有改进空间。中美高校图书馆均采用多种形式开展OILI，但差异较为明显。在对多种形式进行比较分析后，认为在线教程是卓有成效的OILI的形式之一。对国内而言，开展OILI，要有求实意识和精品意识；倡导在线教程，体现内容完整性与形式多样性；注重高阶技能培养，融信息、研究、学术于一体。     

中美高校图书馆在线信息素养教育比较与思考

[目的/意义]通过对中美高校图书馆在线信息素养教育(OILI)理论和实践的比较分析,探讨我国在线信息素养教育的相关问题。[方法/过程]通过文献调研、网站调研等方法,了解中美两国OILI的差异并进行分析。[结果/结论]中美高校图书馆OILI的主体内容相对一致,只是国内对某些内容的处理还有改进空间。中美高校图书馆均采用多种形式开展OILI,但差异较为明显。在对多种形式进行比较分析后,认为在线教程是卓有成效的OILI的形式之一。对国内而言,开展OILI,要有求实意识和精品意识;倡导在线教程,体现内容完整性与形式多样性;注重高阶技能培养,融信息、研究、学术于一体。     

Designing and Implementing an Information Literacy Instruction Outcomes Assessment Program

As information literacy instruction outcomes assessment in academic libraries continues to increase as a key indicator of pedagogical value both within libraries and throughout their parent institutions, the call for the design and implementation of such assessment continues to rise as well. Ideally, this process is supported with adequate time, funding, and personnel. The reality, however, is not always so accommodating. This case study relates the Brooklyn Campus Library of Long Island University's experience with developing a start-from-scratch outcomes assessment of information literacy instruction in its undergraduate core curriculum.     

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。