[目的/意义] 以福建农林大学图书馆信息素养教育课程思政改革为例，探讨课程思政与信息素养教育融合的路径与模式。[方法/过程] 在厘清课程思政、信息素养教育课程特点等问题的基础上，通过文献调研掌握国内信息素养教育课程思政的研究现状，以福建农林大学图书馆信息素养教育课程思政改革为例，探索思政元素融入信息素养教育的路径和模式，反思课程思政改革过程中教师队伍建设、教材建设以及教学质量评价等问题。[结果/结论] 从嵌入式、支撑式和协同式3个方面探索信息素养教育课程思政的路径。归纳总结3种信息素养教育课程思政模式：模式一，新媒体技术应用法；模式二：案例教学法；模式三：项目教学法。信息素养教育课程思政改革的关键是教师，基础是教材建设，动力是教学评价。

[Purpose/significance] Taking the curriculum ideological and political education reform of information literacy in the library of Fujian Agriculture and Forestry University as an example, this paper discusses the path and pattern of the integration of curriculum ideological and political education and information literacy education.[Method/process] By using the methods of literature research and empirical research, this paper took the curriculum ideological and political education reform of information literacy education in the library of Fujian Agriculture and Forestry University as an example, explores the path and pattern of the ideological and political elements into the information literacy education course and reflected on the construction of teachers, teaching materials and teaching quality evaluation in the process of ideological and political reform.[Result/conclusion] Explore three ideological and political paths of information literacy education curriculum:embedded, supporting and collaborative. This paper summarizes three curriculum ideological and political patterns of information literacy education:pattern 1, new media technology application method; pattern 2, case teaching method; pattern 3, project teaching method.The key to the ideological and political reform of information literacy education curriculum is teachers, the foundation is the construction of teaching materials, and the driving force is the teaching evaluation.