收稿日期: 2015-05-03
修回日期: 2015-06-02
网络出版日期: 2015-06-20
基金资助
本文系教育部人文社科研究青年基金项目“高校图书馆开展科研产出元数据监护服务研究”(项目编号:14YJC870024)和河北省社会科学基金项目“京津冀高校机构库区域联盟构建研究”(项目编号:HB14TQ010)研究成果之一。
Analysis and Reflections on the Framework for Information Literacy for Higher Education in the United States
Received date: 2015-05-03
Revised date: 2015-06-02
Online published: 2015-06-20
[目的/意义] 2015年2月美国大学与研究图书馆协会(ACRL)发布《高等教育信息素养框架》(正式文件),ACRL建议各图书馆将其与2000年《高等教育信息素养能力标准》配合使用,以继续探索变化中的新信息生态圈,希望通过分析其创新之处及思考存在的问题,为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》理论基础及各子框架内容,分析其创新之处和存在的问题,在此基础上对信息素养教育的实践进行思考。[结果/结论] 认为面对新交流技术及网络协同环境,, 高校信息素养教育要重视信息活动的情感因素,能指引社交网络化的信息活动并通过加强元认知教育培养学生的批判性思维。指出《高等教育信息素养框架》目前面临3个主要问题,即是否废止旧标准存在争议,图书馆员对其的接纳需要时间以及《高等教育信息素养框架》的可操作性有待进一步完善。
杨鹤林 . 美国《高等教育信息素养框架》分析与思考[J]. 图书情报工作, 2015 , 59(12) : 141 -146 . DOI: 10.13266/j.issn.0252-3116.2015.12.021
[Purpose/significance] ssociation of College & Research Libraries (ACRL) published Framework for Information Literacy for Higher Education(official document) in February 2015. ACRL suggests the Frameworks should be used pairs with the Standards in order to keep exploring the new dynamic information ecosystem. The author studied this document and expect to provide some references to ILE in domestic universities.[Method/process] Studied the theoretical basis and characteristics of each frame, and then analyzed its creative concepts and the facing problems currently. On the above basis rethought the ILE actions in the practice context.[Result/conclusion] The author believe that IEL should focus on the affective component among information activities, be able to guide the actions in collaborative cyber-spaces, and develop students' critical thinking by emphasize the metacognition dimensions. In addition to above, the author also look into three main problems the Frameworks facing currently, including the debates around unsetting the Standards, libraries needing time to digest the Framework, and the feasibility of the Framework to be improved.
Key words： information literacy; Frameworks; the United Stated
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