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图书情报工作 ›› 2020, Vol. 64 ›› Issue (6): 3-9.DOI: 10.13266/j.issn.0252-3116.2020.06.001

• 理论研究 •    下一篇

从信息素养教育到泛信息素养教育——中国科学院大学15年的实践探索

初景利1,2, 刘敬仪1,2, 张冬荣1,2, 李玲1,2   

  1. 1. 中国科学院文献情报中心 北京 100190;
    2. 中国科学院大学经济与管理学院图书情报与档案管理系 北京 100190
  • 收稿日期:2020-02-07 出版日期:2020-03-20 发布日期:2020-03-20
  • 作者简介:初景利(ORCID:0000-0003-0723-3985),期刊出版运营总监,图书情报与档案管理系主任,教授,博士生导师,E-mail:chujl@mail.las.ac.cn;刘敬仪(ORCID:0000-0002-3462-6429),博士研究生;张冬荣(ORCID:0000-0002-0745-3681),研究生教育处处长,系副主任兼信息素养教研室主任,研究馆员,硕士生导师;李玲(ORCID:0000-0002-5665-6389),信息素养教研室副主任,研究馆员,硕士生导师。

Beyond Information Literacy Education: the Changes and Prospect——15 Years' Practical Exploration in the University of Chinese Academy of Sciences

Chu Jingli1,2, Liu Jingyi1,2, Zhang Dongrong1,2, Li Ling1,2   

  1. 1. National Science Library, Chinese Academy of Sciences, Beijing 100190;
    2. Department of Library, Information and Archives Management, School of Economics and Management, University of Chinese Academy of Sciences, Beijing 100190
  • Received:2020-02-07 Online:2020-03-20 Published:2020-03-20

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摘要： [目的/意义] 信息环境的转变、科研范式的演化为信息素养教育带来新的机遇，为此，需要重新认识传统的信息素养教育的局限，推动从传统信息素养教育向泛信息素养教育的延伸与拓展，加快国内图书馆信息素养教育模式的变革。[方法/过程] 通过分析信息、信息素养的概念与内涵及其演化过程，对比信息素养教育与泛信息素养教育两个体系，以中国科学院大学泛信息素养教育为例，剖析信息素养教育正在发生的结构性变化。[结果/结论] 从信息素养教育向泛信息素养教育转变的关键是：教育目的需要明确，教育目标需要进阶，教育视角需要转换，教育效果需要体现。从信息素养教育到泛信息素养教育的实现策略是：培养用户从一般能力到高级能力，跨越信息素养教育的学科边界，实现信息素养教育内容与体系变革，注重教育教学技术方法应用，建构泛信息素养教育适用场景，加强泛信息素养教育空间配置。

关键词: 信息素养, 信息素养教育, 泛信息素养教育, 用户教育, 图书馆服务

Abstract: [Purpose/significance] The change of information environment and the evolution of the research paradigm bring about new opportunities for information literacy education, so we need to rethink the traditional information literacy education, from traditional information literacy education to beyond information literacy education, and to promote the changes of information literacy education model.[Method/process] By analyzing the concepts and connotations of information, information literacy and the evolution, this paper made a comparative analysis of the two systems of information literacy education and beyond information literacy education, and based on the practice of University of Chinese Academy of Sciences, the structural changes of information literacy education were outlined.[Result/conclusion] The key of beyond information literacy education is that the purpose of information literacy education needs to be clear, the goal needs to be advanced, the perspective needs to be switched, and the effect needs to be reflected. The strategies are to train users from general ability to advanced ability, cross the disciplinary boundary of information literacy education, realize the reform of information literacy content and system, focus on the application of education and teaching techniques, develop the appropriate context of beyond information literacy education, and improve the spatial configuration of beyond information literacy.

Key words: information literacy, information literacy education, beyond information literacy education, user education, library service

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