基于现行信息素养模型的大学生信息偶遇能力培养

[目的/意义]信息偶遇能力是大学生信息素养的重要组成部分,而现行的信息素养标准与模型中对如何提升这种被动信息获取的能力尚无任何形式的明确指导。针对这一问题,提出可以利用现行信息素养实践模型进行大学生信息偶遇能力培养的观点,为Web 2.0网络环境下如何提升大学生信息偶遇能力提供参考。[方法/过程]从关联主义学习理论角度对此观点进行理论论证,并利用以Kuhlthau信息搜索模型、Big6问题解决模型为代表的信息素养模型进行了具体的实践模型探讨。[结果/结论]提出基于现行信息素养模型的大学生信息偶遇能力培养模型,即可以借助现行实践模型的实施环节培育大学生的信息偶遇意识,提升其信息偶遇的能力以及对所偶遇信息的摘取、保存、组织、评估与利用能力。     

论大学生媒介素养教育的核心及构成

本文认为对大学生进行媒介素养教育关键在通过认知教育、实践教育,培养大学生的分析、解读信息能力和利用信息能力,提高大学生对媒介的批判意识与能力。     

浅谈信息时代高校图书馆员的信息素质

文章论述了信息素质的基本内涵,并阐明信息时代高校图书馆员应具备的信息素质,指出提高馆员信息素质的途径与方法。     

The Health Information Literacy Research Project

Objectives:

This research studied hospital administrators'' and hospital-based health care providers'' (collectively, the target group) perceived value of consumer health information resources and of librarians'' roles in promoting health information literacy in their institutions.

Methods:

A web-based needs survey was developed and administered to hospital administrators and health care providers. Multiple health information literacy curricula were developed. One was pilot-tested by nine hospital libraries in the United States and Canada. Quantitative and qualitative methods were used to evaluate the curriculum and its impact on the target group.

Results:

A majority of survey respondents believed that providing consumer health information resources was critically important to fulfilling their institutions'' missions and that their hospitals could improve health information literacy by increasing awareness of its impact on patient care and by training staff to become more knowledgeable about health literacy barriers. The study showed that a librarian-taught health information literacy curriculum did raise awareness about the issue among the target group and increased both the use of National Library of Medicine consumer health resources and referrals to librarians for health information literacy support.

Conclusions:

It is hoped that many hospital administrators and health care providers will take the health information literacy curricula and recognize that librarians can educate about the topic and that providers will use related consumer health services and resources.

Highlights

• Health care providers responded positively to a health information literacy curriculum offered by librarians and to related resources and services, namely MedlinePlus and the information referral system known as Information Rx.
• Participation in a curriculum increased health care providers'' knowledge of health information literacy, awareness of available consumer health information, and referral of patients to the library for additional assistance.
• Librarian involvement in health information literacy increased the profession''s visibility and perceived value.

Implications

• Consumer health information services and resources offered by librarians can improve the health information literacy skills of health care providers and their patients.
• Training by librarians can increase knowledge of the importance of health information literacy and usage of MedlinePlus and Information Rxs.
• Hospital-based administrators and health care providers can be champions in support of health information literacy and consumer health information services offered by libraries.

     

论国民信息安全素养的培养

对信息安全、信息安全意识、信息素养和信息安全素养进行剖析,发现目前信息素养教育仅重在信息能力的培养,而忽视信息安全素养教育。认为信息安全素养应该包括信息安全意识、信息安全知识、信息安全能力、信息伦理道德等内容。指出国民信息安全素养低下的主要原因,提出有效提升国民信息安全素养的4种途径：推进信息安全法规建设,注重多层次培养体系建设,加强师资队伍、教学资源开发,发挥各类组织优势。     

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。     

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.     

信息素质教育与图书馆

信息素质包括人们使用图书馆的素质和媒体、计算机、因特网等方面的素质,以及从事科研和思考的能力。图书馆开展信息素质教育就是要对读者进行信息意识、信息道德教育和信息能力培养。对读者进行文献检索及网络信息知识教育,为其提供丰富多彩的信息素质教育服务,是图书馆的重要责任。     

Instruction Coordinators and Higher Education Accreditation: A Study of Awareness and Assessment Documentation Use

This study gauges instruction and information literacy coordinators' awareness of higher education accreditation processes at their institutions and provides a picture of how coordinators use assessment documentation produced by units external to the library. The study took the form of a survey sent to a random sample of instruction coordinators and information literacy librarians stratified by regional accrediting body. Results showed that instruction coordinators generally are aware of accreditation processes but that only about half use documentation relating to student learning assessment, which may include written student learning outcomes at the institution, program, or course level, plans for assessing learning outcomes, and reports on assessment activities and results, to further their information literacy goals. Accreditation awareness is influenced by time in position, time in the profession, and, to some extent, regional accreditor. Use of and considered importance of assessment documentation is influenced by size of institution, regional accreditor, and, to some extent, time in position. Suggestions for increasing awareness and use of documentation include introducing the accreditation process to new librarians in library school, encouraging contribution of experiences with assessment documentation to the literature and regional conferences, and advocating for instruction coordinators to serve on campus assessment committees.     

青少年信息需求与利用的调查与分析——基于广东省茂名地区7所中学的调查

[目的/意义] 调查青少年的信息需求与利用行为特点,旨在了解他们的信息素质现状,从而唤起学校及公共信息服务机构对青少年信息素质培养的重视,为提高青少年信息素质水平发挥应有的作用。[方法/过程] 选取广东省茂名地区7所中学1000名学生作为调查对象,采用问卷调查法对中学生的信息需求与信息利用行为特点进行调查与分析,并对影响青少年信息需求与利用的障碍因素进行剖析。[结果/结论] 根据青少年信息需求与利用的特点,建议从信息化基础设施建设、信息素质基础教育、图书馆利用教育以及教师与馆员的专业化培养等方面着手,培养青少年的信息意识,提升信息利用水平,从而提高他们的信息素养。     

城镇社会公众信息素质调查与分析——以衡阳市为例

衡阳市城镇社会公众信息素质现状的调查显示,我国城镇社会公众的信息意识不强,信息能力不高,计算机和网络应用能力较低,公众信息素质存在明显的年龄、学历、职业差异。社会公众信息素质教育是一个系统工程,需要构建相应的政策、经费保障机制和教育保障体系,充分发挥公共图书馆的主导作用,制订科学的培训方案,以全面、有效地提高社会公众的信息素质。     

Addressing below proficient information literacy skills: Evaluating the efficacy of an evidence-based educational intervention

Over the course of three years, an educational intervention was developed to teach information literacy (IL) skills, change perceptions of IL, and to recalibrate self views of the abilities of first year college students who demonstrate below proficient information literacy skills. The intervention is a modular workshop designed around the three-step analyze, search, evaluate (ASE) model of information literacy, which is easy to remember, easy to adapt to multiple instructional situations, and can provide a foundation for building information literacy skills. Summative evaluation of the intervention demonstrates that students who attend the workshop see an increase in skills and awareness of information literacy as a skill set. Increases in skills, however, were not sufficient to move participants into the proficient range. While workshop participants were able to reassess preworkshop skills, skills gained in the workshop did not result in recalibrated self-views of ability. Like the development of skills, the recalibration of self-assessments may require multiple exposures to information literacy instruction.     

数字知识环境下的健康信息素养教育和健康信息服务——医学图书馆员的新使命

文章在阐述健康素养和健康信息素养内涵的基础上,全面探讨了美国和英国医学图书馆员在为医务人员和公众进行健康信息素养教育和提供健康信息服务所采取的有效措施。他们主要发挥了以下作用。1）可以对医务人员进行健康信息素养培训,一为医务人员提供优质的信息资源以及开发新的医学信息资源。2）可以促进医务人员与公众和患者的交流和沟通;开发新技术促进公众对健康信息资源的利用。5）可帮助政府制定积极的卫生政策,促进公众健康素养的提升。     

高校信息素质教育课程评价标准研究

信息素质教育课程是培养和提高大学生信息素质能力的主要途径,文章简要探讨了信息素质教育课程评价体系,并提出了信息获取能力、信息评价能力、信息利用能力、信息道德意识四方面的评价内容,以及笔试成绩、实践测试、综合测试三种课程评价方法.参考文献10.     

大数据时代高校数据素养课程群构建研究

[目的/意义] 大数据环境下，科学数据的管理越来越受到社会各界的重视。因此高校数据素养人才的培养日显重要，数据素养课程是对大学生进行数据素养培养的重要依据。[方法/过程] 采用问卷调查和SPSS 22软件中Pearson相关性分析，对与数据素养关系较为密切的信息素养课程与数据素养之间的关系进行分析，并从中析出数据素养课程集合，再运用聚类分析对数据素养课程进行模块化分类。[结果/结论] 研究结果表明信息素养相关课程可以作为数据素养的培养基础，在此基础上通过补充完善相应数据素养课程，并依据数据生命周期理论构建出包括数据意识及伦理、数据获取和数据处理、数据分析与利用课程模块的数据素养课程群。     

论信息素质教育

论信息素质教育●马海群ＡＢＳＴＲＡＣＴＷｈｅｎｓｔｅｐｐｉｎｇｔｏｗａｒｄｓｔｈｅｉｎｆｏｒｍａｔｉｏｎｓｏｃｉｅｔｙ，ｔｈｅｌｉｔ－ｅｒａｃｙｏｆｅｘｐｌｏｉｔｅｒｓ，ｓｕｐｐｌｉｅｒｓ，ｍａｎａｇｅｒｓａｎｄｕｓｅｒｓｗｉｌｐｒｏｄｕｃｅａｄｅｅ...     

Assessing the use of critical literacies in mis/disinformation literacy instruction

In keeping with Freire's Pedagogy of the Oppressed and the theoretical perspicacity of Critical Race Theory, Lenoir and Anderson (2023) posit “technical solutions to political problems are bound to fail. Historical, structural, and political inequality—and especially race, ethnicity, and social difference—needs to be at the forefront of our understanding of politics and, indeed, disinformation”. The approaches to mis/disinformation in libraries and information studies have largely been grounded in two forms of literacy education; media literacy and digital literacy. Both media literacy and digital literacy offer a limited generic framing for engaging with digital information and myriad technology and fall short of providing the acute awareness of the systemic relationship that media and digital information platforms have with interlocking systems of oppression. This paper intends to identify the current application of critical approaches to disinformation literacy instruction to promote its adoption as a pedagogical practice in libraries and information studies.     

Health Information and Health Literacy: Public Library Practices,Challenges, and Opportunities

This study investigated 18 libraries in two public library systems in Oklahoma to find out how they are addressing health literacy and facilitating access to consumer health information; how library staff members view their roles and responsibilities relative to health information and health literacy; what challenges libraries face; and what strategies are being used. Staff members recognized several challenges to providing health information and to developing programs, including staff and patron difficulties with reference interviews, and patron lack of awareness of library resources. Staff members often had only a partial understanding of health literacy, and were unaware of system strategies to address health literacy or provision of health information.     

Information literacy self-efficacy: The effect of juggling work and study

Information literacy self-efficacy and academic motivation are both argued to play important roles in student academic development. The former is considered to be a predictor of student academic achievement while the latter is considered a key factor in developing information literacy self-efficacy. Today, many students undertake paid employment in conjunction with their academic studies and little is known about the effect this may have on their information literacy self-efficacy and academic motivation. As such, the relationship between information literacy self-efficacy, academic motivation, and employment has been unexplored. Data were collected via a questionnaire, comprised of existing scales, which was administered to undergraduate business students in an Australian higher education (HE) institution. A response rate of 58% resulted in 585 completed questionnaires. Findings suggest that whether or not students were engaged in paid employment did not appear to influence information literacy self-efficacy, although students in paid employment did exhibit significantly lower intrinsic motivation than students not in paid employment. Additionally, for students not in paid employment a significant relationship was found between amount of time spent on study and information literacy self-efficacy. Of some concern, the small amount of time students reported spending in academic pursuits outside of scheduled classes raises issues regarding the placement of information literacy instruction. For information literacy practitioners this study contributes to awareness regarding the conceptualization of information literacy instruction and its placement in the HE environment.     

Improving library services for graduate nurse students in New Zealand

BACKGROUND: Graduate students are expected to have basic information literacy skills. Knowing how to access and select relevant information and then utilize that information is a necessary skill in today's knowledge and information-age world. In the health-care sector, the rise in evidence-based medicine has brought into focus the importance of information literacy skills for nurses. In the case described, information literacy skills are embedded in the curriculum and strengthened in collaboration with library staff. AIMS: To identify graduate student nurses' use of the library, and the library's response to findings. METHODS: A case-study approach was used with both quantitative and qualitative data. An anonymous questionnaire was distributed to all nurses enrolled in graduate courses in the second semester of 2002. Interviews were then undertaken with library staff. RESULTS: The university library services were not used by 43% of graduate nursing students and the library responded by developing a number of initiatives. CONCLUSIONS: Finding a deficit in use of the library by graduate nurses, this paper outlines the response by the library to improving awareness of services, access and providing education in a bid to improve literacy skills.