[目的/意义]以学分课形式开展信息素养教学的挑战在于如何在一个相对较长的时间里，激发并保持学生的学习兴趣，传授课程内容和技能，使课程学习效果转移到学科学习的过程中。本文主要讨论引导性探究应对这种挑战所发挥的作用和局限性。[方法/过程]引导性探究、教学支架、小组学习是设计引导探究式信息素养教学的关键。以案例分析的方式，介绍引入引导性探究设计实施本科生信息素养学分课的过程。[结果/结论]运用引导性探究设计信息素养学分课，提供更多近距离观察学生的机会，培养学生合作学习的能力；引导性探究需要教师设计教学支架、观察和诊断学习表现、迭代改进教学设计，但也存在教师学科视角缺位、知识转移效率评估困难等局限。
[Purpose/significance] The challenge of teaching information literacy in the form of credited course is how to motivate and keep students' interest of learning, pass on the course content and skills, and transfer the learning outcomes to the learning process of other subjects in a relatively longer duration of learning. This paper discusses the roles and limitations of guided inquiry to meet this challenge.[Method/process] Guided inquiry, scaffolding and team-based learning are the key concepts for designing an information literacy course based on guided inquiry. This paper introduces the process of using guided inquiry to design and implement a credited information literacy course for undergraduates by using a case study.[Result/conclusion] Designing information literacy credited course by using guided inquiry provides opportunities to observe students closely and cultivates the students' collaborative learning ability; it needs teachers to design scaffolds, to observe and diagnose students' learning performance, and to improve the instructional design iteratively; however, it also has the limitations such as the absence of subject perspectives of teachers and difficulties in evaluating the efficiency of knowledge transfer.
[1] Association of College and Research Libraries. Information literacy competency standards for higher education[EB/OL].[2018-01-23]. http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf.
[2] HMELO-SILVERSilver C E, DUNCAN R G, CHINN C A. Scaffolding and achievement in problem-based and inquiry learning:a response to Kirschner,Sweller,and Clark (2006)[J]. Educational psychologist, 2007, 42(2):99-107.
[3] BELL R L, SMETANA L, BINNS I. Simplifying inquiry instruction:assessing the inquiry level of classroom activities[J]. The science teacher, 2005, 72(7):30-33.
[4] BENTLEY D C, ROBINSON A C, RUSCITTI R J. Using guided inquiry and the information search process to develop research confidence among first year anatomy students[J]. Anatomical sciences education, 2015, 8(6):564-573.
[5] KUHLTHAU C C, MANIOTES L K, CASPARI A K. Guided inquiry:learning in the 21st century[M]. Santa Barbara, CA:Libraries Unlimited, 2007.
[6] KUHLTHAU C C. Introduction to guided inquiry:what is it, what's new, why now[G]//Guided inquiry:learning in the 21st century. Westport, Conn.:Libraries Unlimited, 2007:1-11.
[7] KUHLTHAU C C, HEINSTRÖM J, TODD R J. The ‘information search process’ revisited:is the model still useful?[J]. Information research, 2008, 13(4):355.
[8] BUCHANAN S, HARLAN M A, BRUCE C S, et al. Inquiry based learning models, information literacy, and student engagement:a literature review[J]. School libraries worldwide, 2016, 22(2):23-39.
[9] KUHLTHAU C C. Guided inquiry:school libraries in the 21st century[J]. School libraries worldwide, 2010, 16(1):17-28.
[10] KUHLTHAU C C. Information search process[EB/OL].[2018-01-23].http://wp.comminfo.rutgers.edu/ckuhlthau/information-search-process/.
[11] SPECTOR J M, MERRILL M D, ELEN J, 等. 教育传播与技术研究手册[M]. 4版. 任友群,焦建利,刘美凤,等译.上海:华东师范大学出版社, 2015.
[12] 刘德威. 鹰架理论(Scaffolding Theory)[EB/OL].[2018-01-23]. http://terms.naer.edu.tw/detail/1315766/?index=10.
[13] WOOD D, BRUNER J S, ROSS G. The role of tutoring in problem solving[J]. Journal of child psychology and psychiatry, 1976, 17(2):89-100.
[14] 何克抗. 教学支架的含义、类型、设计及其在教学中的应用——美国《教育传播与技术研究手册(第四版)》让我们深受启发的亮点之一[J]. 中国电化教育, 2017(4):1-9.
[15] BELLAND B R, KIM C, HANNAFIN M J. A framework for designing scaffolds that improve motivation and cognition[J]. Educational psychologist, 2013, 48(4):243-270.
[16] QUINTANA C, REISER B J, DAVIS E A, et al. A scaffolding design framework for software to support science inquiry[J]. Journal of the learning sciences, 2004, 13(3):337-386.
[17] DAWN S, DOMINGUEZ K D, TROUTMAN W G, et al. Instructional scaffolding to improve students' skills in evaluating clinical literature.[J]. American journal of pharmaceutical education, 2011, 75(4):Article 62.
[18] TUOVINEN J, SWELLER J. A comparison of cognitive load associated with discovery learning and worked examples[J]. Journal of educational psychology, 1999, 91(2):334-341.
[19] JACOBSON T E. Team-based learning in an information literacy course[J]. Communications in information literacy, 2011, 5(2):82-101.
[20] MICHAELSEN L K, SWEET M. The essential elements of team-based learning[J]. New directions for teaching and learning, 2008(116):7-27.
[21] MOORE C, BLACK J, GLACKIN B, et al. Integrating information literacy, the POGIL method, and iPads into a foundational studies program[J]. Journal of academic librarianship, 2015, 41(2):155-169.
[22] 上海财经大学图书馆. 信息素养教育[EB/OL].[2018-01-23]. http://www.lib.shufe.edu.cn/lib/Sub.html#!Module/Article/Type/Show/ColumnId/431fc002-da23-4c19-b173-39b113b54965/ItemId/9ebebe3d-e623-4825-84c2-92618a9dff69.
[23] 谭丹丹, 刘金涛. 基于知识创新的大学生信息素养课程体系建设初探——以上海财经大学图书馆为例[C]//使命与责任:信息素养教育的转型与变革——2015年上海高校信息素养教育研讨会会议论文集. 上海:海市高校图书情报工作委员会上海大学图书馆, 2015:86-95.
[24] SOLOMON A, WILSON G, TAYLOR T. 100% information literacy success[M]. 2nd edition. Boston:Cengage Learning, 2012.
[25] 《信息素养与知识发现》通识核心课[EB/OL].[2018-01-23]. https://sufe.libguides.com/infolitcourse.
[26] 温义飞. 大学室友对学习成绩有什么影响吗?[EB/OL].[2017-09-05]. https://www.zhihu.com/question/43537323/answer/95852329.
[27] NAGASAWA T. A systematic literature review on building collaboration between teaching faculty and librarians in university education:based on English articles on information literacy instruction in library and information science[J]. Library and information science, 2017(77):51-86.
