信息素质教育与文献信息利用

综述了信息素质和信息素质教育的定义和内涵，分析了当代文献信息现状，阐述了开展信息素质教育的必要性，提出了分别对图书馆馆员和读者群体开展信息素质教育的内容和方法，指出了信息素质教育与文献信息利用的关系是交融关系，辩证关系。     

试论大学生的信息素质教育

对信息素质教育的内涵及大学生信息素质教育的现状进行了分析，阐明了大学生信息素质教育的必要性和重要性，探讨了在信息时代搞好大学生信息素质教育的途径。     

中外信息素质教育研究(下)

在分析信息素质、信息素质教育定义与内涵的基础上，对中外信息素质与信息素质教育研究现状进行了全面的概括与总结，对中小学信息素质教育、大学信息素质教育及课程体系设置作了初步的分析，认为信息素质应当成为人才评价的一项综合指标，提出加强我国信息素质教育的几点建议，呼吁创建有中国特色的信息素质教育课程体系。     

高校图书馆在信息素质教育中的作用

文章论述了现今高校信息素质教育的重要性及高校图书馆实施信息素质教育的优势，归纳了大学生信息素质教育的内容，阐述了高校图书馆对大学生进行信息素质教育的措施。     

从统计结果看高等学校的信息素质教育教学--基于高校在校学生信息能力的调查分析报告

本文通过对高校在校学生信息能力的实证调查研究，对现阶段高校信息素质教育的教学情况进行了剖析。同时探讨了信息素质教育融入到各个专业教育，建立贯穿于学生学业始终的信息素质教育培养模式，使信息素质教育成为学生综合素质教育的基础，以期深化高等教育的改革。     

试论大学生的信息素质教育

通过对信息素质教育的内涵及大学生信息素质教育的现状分析，阐明了大学生信息素质教育的必要性和重要性，并进一步探讨了在信息时代搞好大学生信息素质教育的途径。     

普通高校本科生信息素质教育课程体系构建研究

本文阐述了我国高校本科生信息素质教育现状，分析了本科生信息素质教育的内涵及特征，在此基础上，构建了本科生信息素质教育课程体系。     

对建立信息素质教育模式的设想

在时当代大学生的素质教育中，信息素质教育已经成为一个重要的组成部分，但由于各种原因信息素质教育至今还没有真正和有效地开展起来，本文提出了在信息素质教育中存在的问题，并对如何开展和提高信息素质教育提出了一些具体的设想。     

高校图书馆开展信息素质教育的思考

本阐述了信息素质信息素质教育的概念，论述了信息素质教育的必要性和内容，以及高校图书馆开展信息素质教育的有利条件、途径与方式。     

浅谈科研人员的信息素质教育与培养

简述了信息素质教育的内涵，结合工作实际论述了对科研人员开展信息素质教育的必要性，并提出了开展信息素质教育的具体措施。     

讨论式教学法在广告学专业课程教学中的应用

讨论式教学法是广告学专业课程教学中的一种有效方法。常用的方式有案例教学、研讨式教学、基于问题的学习、项目教学。得力的保障措施是广告学专业课程教学中实现讨论式教学的基础。     

Teaching Well

Abstract

Although they may have trouble admitting it, many teaching faculty and teaching librarians have problems in the classroom. The key works discussed briefly in this article should help faculty realize that their problems are not unique, that others have faced them, and that some have found ways to grapple with, and even overcome them.     

创造性阅读教学的理论透视

创造性阅读教学有两层涵义创造性阅读和创造性阅读教学.创造性阅读的提出以接受美学作为理论依据,它强调读者的阅读、理解对作品意义生成的重要作用.创造性阅读源自于创造性学习,分析创造性阅读教学的特征应以布鲁纳的发现学习和吉尔福特的创造性思维两种学习理论为出发点,创造性阅读实质上是一种以创造性思维为标志的"发现"性的学习过程.     

从教学模式改革谈教学资源的变迁

信息技术应用到教学过程后,教学资源的建设模式、呈现形式、传播方式和服务方式都正在发生深刻的变革。文章从国内外教学资源建设的现状,结合高等教育出版社教学资源建设的实践,提出了教学资源发展的几个趋势。该文为2009年第四期“数字时代的阅读专题”文章之一。     

Teaching the User

No abstract available for this article.     

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这里给大家宣读一篇关于“课程评价”的论文,虽然主题不大,但我相信并希望为提高我们的教学质量带来一些助益。１大学教育和教学方法众所周知,大学是老师教学生学的高等学府。在现代社会里,不论东方还是西方,大学要求履行教育、科研和服务三位一体的社会职责,以传授...     

Teaching Legal Research

ABSTRACT

Questions about the importance and viability of legal research and writing as a part of the law school curriculum are not novel. Confronting these questions head-on, however, is a responsibility that should be handled by law librarians. This article addresses the issue of teaching legal research in an academic law library setting. The reasons why the author has pursued an aggressive approach when dealing with legal research instruction are explored. The methods employed to carry out that legal research instruction mandate are examined. creased as legal research and writing are more and more frequently combined and taught by writing faculty.¹ At the same time, the research skills of law students are on a downward spiral. Howland and Lewis document this plunge in an informative survey.² Law librarian Donald Dunn substantiates this decline and attributes it, in part, to “the increased emphasis in law schools on legal writing,”³ in consequence of which, while “legal writing entered the expressway; legal research took the off-ramp.”⁴ Further, law librarians and legal research have even been pummeled by one of America's most popular authors.⁵ In this environment, it may seem unwise to continue to advance the argument that academic law librarians should teach legal research. Notwithstanding the obstacles that face such instruction, law librarians have an obligation to press forward in this important work.⁶ Legal writing instructors have not demonstrated that they have the expertise to provide this instruc-tion.⁷ Likewise, law faculty have demonstrated that they do not have the interest in tackling the task.⁸ Say two authorities on the subject: “Regular faculty members generally do not teach a research course, and when they do decide to teach one, the results are invariably disastrous. Most law faculty members cannot teach legal research because they do not understand it themselves. If compelled to teach the course, they rebel.”⁹ Perhaps it is time for law schools to cede the stewardship for legal research instruction to those information professionals who have been trained and are qualified to teach legal research instruction -law librarians.¹⁰ And it is time for any reticent law librarians to accept the obligation to take a more proactive approach toward teaching legal research.¹¹     

Communication and Teaching

Summary

Recent research findings have documented the relationship between fostering diversity in organizations and overall organizational success. From the perspective of the library administrator, it is incumbent upon those in library and information science education to provide instruction and an academic environment, which facilitates learning about diversity among those who will be expected to contribute to the success of their employing organizations. However, there are difficulties associated with communication and instruction about issues such as diversity, race and gender. The scholarship associated with communication theory provides a worthwhile basis for understanding the nature of these difficulties and for identifying factors to consider in enhancing that instruction in better preparing graduates.