图书情报工作

图书情报工作 >

2015 , Vol. 59 >Issue 10: 48 - 52

DOI: https://doi.org/10.13266/j.issn.0252-3116.2015.10.007

理论研究

数字信息素质教育课程的重新构建:模式与策略

  • 黄如花 ,
  • 李白杨 ,
  • Thomas P. Mackey
展开
  • 1. 武汉大学信息资源研究中心 武汉 430072;
    2. 武汉大学信息管理学院 武汉 430072;
    3. 纽约州立大学帝国州立学院 纽约 12866
黄如花(ORCID:0000-0003-4250-1914),博士生导师,博士;李白杨(ORCID:0000-0001-5490-373X),博士研究生

收稿日期: 2015-04-07

  修回日期: 2015-05-10

  网络出版日期: 2015-05-20

收起

Re-construction of Information Literacy Instruction Courses: Model and Strategy

  • Huang Ruhua ,
  • Li Baiyang ,
  • Thomas P. Mackey
Expand
  • 1. The Center for the Studies of Information Resources, Wuhan University, Wuhan 430072;
    2. School of Information Management of Wuhan University, Wuhan 430072;
    3. State University of New York Empire State College, New York 12866

Received date: 2015-04-07

  Revised date: 2015-05-10

  Online published: 2015-05-20

Fold

摘要

[目的/意义]从信息素质教育课程组织者的视角出发,讨论如何利用现代信息技术进行数字化教学,以期能够为业界同仁提供课程构建的参考策略。[方法/过程]以笔者组织建设的中美两国的信息检索MOOC和Metaliteracy课程作为案例,采用网络调查法和案例分析法研究数字环境下的信息素质教育模式。[结果/结论]根据对信息环境、教学技术、教学资源的分析,总结数字化信息素质课程的4种模式,并提出构建和优化课程的3个建议。

关键词： 数字化教学; 信息素质教育; 信息检索

本文引用格式

黄如花 , 李白杨 , Thomas P. Mackey . 数字信息素质教育课程的重新构建:模式与策略[J]. 图书情报工作, 2015 , 59(10) : 48 -52 . DOI: 10.13266/j.issn.0252-3116.2015.10.007

Abstract

[Purpose/significance]From the view of organizer of information literacy instruction courses, this paper discusses how to use modern information technology to conduct digital instruction, in order to provide reference strategies of curriculum construction for library and information area.[Method/process]This paper takes Information Retrieval courses of MOOC and Metaliteracy as cases from China and United States organized by authors, and employs web survey and case analysis methods to study information literacy instruction models under digital environment.[Result/conclusion]According to the analysis of information environment, teaching method and teaching resource, this paper summarizes 4 patterns of digital information literacy course and proposes 3 suggestions for optimizing course.

Key words： digital teaching; information literacy instruction; information retrieval

参考文献

[1] Moore C, Black J, Glackin B, et al. Integrating information literacy, the POGIL method, and iPads into a foundational studies program[J]. The Journal of Academic Librarianship, 2015, 41(2): 155-169.
[2] Oakleaf M. A roadmap for assessing student learning using the new framework for information literacy for higher education[J]. The Journal of Academic Librarianship, 2014, 40(5): 510-514.
[3] Redmond T. Media literacy is common sense: Bridging common core standards with the media experiences of digital learners[J]. Middle School Journal, 2015,46(1):10-19.
[4] Shorish Y. Data information literacy and undergraduates: A critical competency[J]. College & Undergraduate Libraries, 2015, 22(1): 97-106.
[5] Lundy A, Stephens A. Beyond the literal: Teaching visual literacy in the 21 st century classroom[J]. Procedia-Social and Behavioral Sciences, 2015,174(2):1057-1060.
[6] 佚名. 2003-2007年教育振兴行动计划(摘要)[J]. 中国职业技术教育, 2004(19):5.
[7] 宋琳琳. 美国前20所大学图书馆在线信息素质教育的调查与分析[J]. 图书与情报, 2007(5):68-72.
[8] Mackey T, Jacobson T. Reframing information literacy as a metaliteracy[J]. College & Research Libraries,2011,72(7):62-78.
[9] What is metaliteracy[EB/OL].[2015-04-28].http://metaliteracy.cdlprojects.com/what.htm.

Options
文章导航

/

〈 〉