基于《高等教育信息素养框架》的信息素养教育创新实践  

The Innovation Practice of Information Literacy Education Based on Framework for Information Literacy of Higher Education

作　　者：张艳英[1] 刘昆[1] 朱婕[1] ZHANG yan-ying;LIU Kun;ZHUjie(Library of Jilin University,Changchun 130025,China)

机构地区：[1]吉林大学图书馆,吉林长春130025

出　　处：《情报科学》2018年第9期62-67,共6页Information Science

摘　　要：【目的/意义】2015年美国大学与研究图书馆协会(ACRL)颁布了《高等教育信息素养框架》,通过梳理《框架》发展的脉络和现有研究成果,发现因地制宜地展开教学是高校信息素养教育关注的焦点。【方法/过程】运用思维导图对《框架》从宏观层面以45组知识技能及38项行为方式进行关联结构体系的构建,并对《框架》中涉及到的核心概念进行解析。从微观层面就《框架》中信息素养教育的核心内容进行深度解读,并结合信息素养教育实践,指明了创新实践的方向。【结果/结论】通过对《框架》各组成部分内容的解读,探讨了信息素养教学内容及模式的创新,并将《框架》内容融入教学,转变教学模式,提升学生的信息素养。【Purpose/significance】In 2015, the American University and Research Library Association（ACRL） promulgated the framework of higher education information literacy. By sorting out the skeleton and existing research results of the framework, finding that launching the teaching according to local conditions is the focus of information literacy education in colleges and universities.【[Method/process】Based on mind map, the framework was constructed from 45 levels of knowledge and skills and 38 behavior patterns at the macro level, and the core concepts involved in the framework were analyzed.From the micro level, we will deeply interpret the core content of information literacy education in the framework, and point out the direction of innovation practice combined with the practice of information literacy education. [【Result/conclusion】Through the interpretation of the contents of each part of the framework, we discussed the innovation of teaching content and mode of information literacy, integrating the content of framework into teaching, changing teaching mode and improving students＇ information literacy.

关 键 词：高等教育 信息素养框架 教学模式 创新实践 思维导图 

分 类 号：G434[文化科学—教育学]