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[目的/意义]2014年11月美国大学与研究图书馆协会(ACRL)发布的《高等教育信息素养框架》(第三版),取代2000年制定的《高等教育信息素养能力标准》,将成为国际范围内信息素养教育重要的指导性文件。通过对其内容的解读,为新信息环境下的国内信息素养教育提供参考。[方法/过程]阐述《高等教育信息素养框架》以及相关附件的内容,并与《高等教育信息素养能力标准》进行比较,分析其内容特点,进行总结归纳,在此基础上对信息素养教育的实践进行思考。[结果/结论]认为在新信息环境下,高校信息素养教育内容要与学术过程进一步融合,并注重Web 2.0环境下的信息交互参与,建立相应的教学内容与评价体系。此外,借鉴其他信息素养指导性文件,使信息素养教育内容、目标明朗化。
[Purpose / Significance] The Information Literacy Framework for Higher Education (Third Edition), published by the American Association of University and Research Libraries (ACRL) in November 2014, replaces the Higher Education Information Literacy Standards established in 2000 and will become International Guidance Document for Information Literacy Education. Through the interpretation of its content, it provides a reference for domestic information literacy education under the new information environment. [Method / Process] Explain the contents of “Information Literacy Framework for Higher Education” and related annexes, compare with the “Information Literacy Standards for Higher Education”, analyze its contents and characteristics, and summarize and summarize the contents of the “Information Literacy Framework for Higher Education” Practice thinking. [Result / Conclusion] Under the new information environment, the contents of information literacy education in colleges and universities should be further integrated with the academic process. Attention should be paid to the information interaction and participation in the Web 2.0 environment and the corresponding teaching content and evaluation system should be established. In addition, learn from other information literacy guidance documents, so that information literacy education content, goals clear.