基于ACRL《高等教育信息素养框架》的我国高校信息素养教材质量评价与编写建议  

Quality Evaluation and Written Proposals for Higher Education Information Literacy Textbooks in Chinese Colleges and Universities Based on ACRL's“Framework for Information Literacy for Higher Education”

作　　者：李曈[1] 叶志锋[1] 

机构地区：[1]南京航空航天大学图书馆,南京210016

出　　处：《图书情报工作》2015年第16期54-59,109,共7页Library and Information Service

基　　金：中央高校基本科研业务费专项资金资助项目“高校信息素养教育内容选择与组织研究”(项目编号:NR2015037);南京航空航天大学图书馆业务创新项目“新版信息检索教材建设”(项目编号:2014-5)研究成果之一

摘　　要：[目的/意义]为提高国内高校信息素养教材编写质量,以2015年ACRL《高等教育信息素养框架》为切入点,研究该框架对高校信息素养教材建设的指导作用。[方法 /过程]通过解读2015年ACRL《高等教育信息素养框架》理念,总结构建高校信息素养教材评价模型,并分析该框架对教材评价模型中各指标的影响。[结果/结论]针对具体评价指标给出编写建议,提出国内高校信息素养教材内容在新颖性、范围、重点方面的调整方向以及在意识目标、立体化结构、互动性体验、成效评估、图式外观等设计方面的改进策略。[ Purpose/significance] To improve the quality of information literacy textbooks in Chinese colleges and universities, this paper studies the guiding effect of the 2015 ACRL “Framework for Information Literacy for Higher Edu- cation” on the construction of information literacy textbooks in colleges and universities. [ Method/process] Through read- ing and analyzing the concepts of “Framework for Information Literacy for Higher Education”, an evaluation model for in- formation literacy textbooks is summarized and established. This paper analyzes the effects that new framework makes to the indexes in the model. [ Result/conclusion] It gives some adjustment methods in novelty, range and key for the contents of Chinese information literacy textbooks, and offers some improving suggestions for the textbooks design, such as the con- sciousness target, three- dimensional structure, interactive experience, effectiveness evaluation and sehematism appear-ance.

关 键 词：ACRL《高等教育信息素养框架》 教材建设评价 

分 类 号：G252.7[文化科学—图书馆学] G642.3