[目的/意义]理解ACRL《高等教育信息素养框架》（简称《框架》）中阈概念之间蕴含的逻辑关系以及教育层次，是构建大学信息素养教育生态系统的前提与基础。[方法/过程]将《框架》中信息素养的逻辑架构做立体层次性分析，以此为基础对信息素养的教育架构进行说明，并结合香港城市大学图书馆开展的"灯塔历史文化研究"项目案例，阐释大学信息素养教育生态系统构建的方法与过程。[结果/结论]信息素养教育生态系统的构建是以培养学生判断力、分析力、研究力为核心，包含通识教育、技能教育、拓展教育，以及多方人员和组织共同参与合作的完整教育过程，是培养学生信息素养可靠稳定的教育体系。
[Purpose/significance] Understanding the logical relationship and educational level of the threshold concept in ACRL’s Framework for Information Literacy for Higher Education is the prerequisite and foundation of constructing a university’s information literacy education ecosystem. [Method/process] It studied the construction process of the ecological chain of the information literacy education in universities, by making a three-dimensional analysis of the logical architecture of information literacy in the framework and explained the educational framework of information literacy, based on combining the case of the "historical and cultural study of the lighthouse" in the library of City University Hong Kong. [Result/conclusion] The construction of the ecological system of information literacy education is a reliable and stable education system, which is based on cultivating students’ judgment, analytical power and research ability, including general education, skill education, expanding education, and the complete educational process of the cooperation of multiple personnel and organizations.
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