海外观察

美国高校图书馆信息素养教育新特点及启示

  • 吴瑾 ,
  • 王宇 ,
  • 薛佳
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  • 沈阳师范大学图书馆 沈阳 110034
吴瑾,研究馆员;王宇,研究馆员;薛佳,馆员,通信作者,Email:81262075@qq.com。

收稿日期: 2024-11-06

  修回日期: 2025-04-04

  网络出版日期: 2025-12-05

基金资助

本文系辽宁省教育厅2021年度科学研究经费项目“数字化校园建设视角下高校图书馆智慧服务体系构建”(编号LJKR0363)研究成果之一。

New Characteristics and Implications of Information Literacy Education in American University Libraries

  • Wu Jin ,
  • Wang Yu ,
  • Xue Jia
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  • Shenyang Normal University Library, Shenyang 110034

Received date: 2024-11-06

  Revised date: 2025-04-04

  Online published: 2025-12-05

Supported by

This work is supported by the Scientific Research Fund Project of Liaoning Provincial Department of Education titled “Construction of Intelligent Service System for University Libraries from the Perspective of Digital Campus Construction” (Grant No. LJKR0363).

摘要

[目的/意义]对美国高等教育界和高校图书馆的信息素养教育进行积极探索,以此为我国高校图书馆信息素养教育课程建设提供借鉴。[方法/过程]通过梳理美国高等教育信息素养教育标准、框架的演进,结合对美国高校图书馆开展信息素养教育创新实践的分析,总结美国高校图书馆信息素养教育以元素养为教育核心理念、与学术研究有机融合、关注批判性思维养成、重新定义图书馆员角色、拓展信息素养教育边界、积极应对泛信息环境等发展趋势与新特点。[结果/结论]借鉴美国的信息素养教育实践经验,在加强政策引领,构建多维合作教育模式,拓展信息素养教育应用场景、打造多模态教育空间、加强师资培养等方面,可对我国提供重要启示。

本文引用格式

吴瑾 , 王宇 , 薛佳 . 美国高校图书馆信息素养教育新特点及启示[J]. 图书情报工作, 2025 , 69(24) : 139 -148 . DOI: 10.13266/j.issn.0252-3116.2025.24.011

Abstract

[Purpose/Significance] To effectively promote information literacy education in universities, this paper explores the current state of student information literacy education in the American higher education community and university libraries. It aims to provide reference for the construction of information literacy education courses in Chinese university libraries. [Method/Process] By reviewing the evolution of information literacy education standards and frameworks in American higher education, it analyzed the innovative practices of information literacy education in American academic libraries. It identified key development trends and characteristics of information literacy education in American academic libraries, including the core educational concept of metaliteracy, organic integration with academic research, a focus on the cultivation of critical thinking, the redefinition of the librarian’s role, the expansion of the boundaries of information literacy education, and an active response to the pan-information environment. [Result/Conclusion] Based on the practical experience of information literacy education in the United States, it proposes the following suggestions: strengthening policy guidance, building a multi-dimensional cooperative education model, expanding the application scenarios of information literacy education, creating a multi-modal education space, and enhancing educator training.

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