基于学术话语体系建构的批判性信息素养教学设计  

The Syllabus Design of Critical Information Literacy Based on the Academic Discourse System Construction

作　　者：刘彩娥[1] 韩丽风[2] Liu Caie;Han Lifeng

机构地区：[1]北京工业大学图书馆,北京100124 [2]清华大学图书馆,北京100084

出　　处：《大学图书馆学报》2022年第5期66-71,共6页Journal of Academic Libraries

基　　金：北京高校图书馆研究基金项目(编号:BGT2021030)的研究成果之一。

摘　　要：批判性信息素养是21世纪信息素养教育新理念。本文剖析了批判性信息素养概念的内涵,对国内外批判性信息素养理论研究与教学实践进行了概述,提出了当前基于学术话语体系开展批判性信息素养的必要性。在此基础上,设计了批判性信息素养教育教学框架,以期对国内高校图书馆信息素养教育教学改革与课程建设提供借鉴。框架内容以学术话语体系为语境,设计为认知、反思、参与三个模块,包含教学目标、教学内容与建议采用的教学方法三部分内容,旨在引导高校学生深入认识现代科研环境和学术话语体系,培养学生批判性信息素养、创新思维与科学精神,并合理参与学术研究过程的能力。Critical Information Literacy(CIL)is a new notion of information literacy education in universities in the 21st century.In this paper,the connotation of the concept of CIL is analyzed,the theoretical research and teaching practice at home and abroad are summarized,the necessity of developing CIL based on academic discourse system is pointed out.On this basis,a new syllabus of CIL pedagogy is put forward,so as to provide reference for the teaching reform and curriculum of information literacy education in domestic libraries.The syllabus focuses on the academic discourse system and is divided into three modules:cognition,reflection and participation.Its content contains instructional objectives,teaching schedule and methodological approaches.It aims to guide students to deeply understand the modern scientific research environment,reflect on the academic discourse system,and cultivate students critical information literacy,innovative thinking and scientific spirit,as well as the ability to participate in the academic research process effectively.

关 键 词：批判性思维 批判性信息素养 学术话语体系 教学框架 

分 类 号：G642.0[文化科学—高等教育学] G252.7[文化科学—教育学]