基于元认知的泛信息素养情境化教育模型构建与教学实践探析--以武汉大学图书馆本科课程为例  

Analysis on the Construction of Contextual Education Model and Teaching Practice of Beyond Information Literacy Based on Metacognition : A Case Study of Wuhan University Library’s Undergraduate Course

作　　者：龚芙蓉[1] Gong Furong

机构地区：[1]武汉大学图书馆

出　　处：《图书馆学研究》2021年第17期18-25,共8页Research on Library Science

基　　金：武汉大学2021年本科教育质量建设综合改革项目(项目编号:413200019)的研究成果之一。

摘　　要：在信息素养教育从“普适技能”到“情境化能力”变革的时期,探索符合ACRL《高等教育信息素养框架》及元素养理念的泛信息素养情境化教育体系。从泛信息素养教育及相关概念出发,构建泛信息素养情境化教育模型,并进行教学案例实证研究。总结泛信息素养教育需要构建面向学科融合、学术交流生态系统、数据素养与能力以及特定社会文化等情境的教学内容,并基于元认知理论,分层次用“情境识别”“情境创设”“情境统合”策略完成泛信息素养情境化教育的“知识目标”“能力目标”和“价值目标”During the period when information literacy education is transforming from“universal skills”to“contextual ability”,the paper explores the contextualized education system of beyond information literacy that conforms to the ACRL Framework for Information Literacy for Higher Education and the concept of element literacy.Starting from beyond information literacy education and related concepts,the paper constructs a situational education model of beyond information literacy,and conducts a case study.The research shows that beyond information literacy education needs to build teaching contents oriented to the integration of disciplines,academic exchange ecosystems,data literacy and capabilities,and specific social and cultural situations;and based on metacognitive theory,uses the strategies such as“situation recognition”,“situation creation”and“situation integration”to complete the“knowledge goals”,“ability goals”and“value goals”of contextualized education in beyond information literacy.

关 键 词：泛信息素养 元认知 信息情境 模型 

分 类 号：G252.7[文化科学—图书馆学] G642