收稿日期: 2015-08-25
修回日期: 2015-09-20
网络出版日期: 2015-10-05
Improvement and Enlightenment of Information Literacy Standard in American Universities:Interpretation of ACRL's Framework for Information Literacy for Higher Education
Received date: 2015-08-25
Revised date: 2015-09-20
Online published: 2015-10-05
[目的/意义] 《高等教育信息素养框架》是美国大学与研究图书馆协会(ACRL)2015年最新颁布的信息素养指导文件,通过对其内容的详细解读,可以了解美国高等教育信息素养标准的发展动态,为新时期我国信息素养教育理论与实践提供参考。[方法/过程] 分析《高等教育信息素养框架》的具体内容,建立框架结构模型,并与2000年版《高等教育信息素养能力标准》进行对比,剖析其显著特征与改进之处,思考高校信息素养教育的变革方向。[结果/结论] 认为《框架》拓展了信息素养的内涵与外延,重新界定了信息素养教育的核心内容,并强调元认知培养的重要性,指导新信息环境下高等教育信息素养教育向融入学术、注重能力、促进学术交流的方向发展。
秦小燕 . 美国高校信息素养标准的改进与启示——ACRL《高等教育信息素养框架》解读[J]. 图书情报工作, 2015 , 59(19) : 139 -144 . DOI: 10.13266/j.issn.0252-3116.2015.19.018
[Purpose/significance] "Framework for Information Literacy for Higher Education(Framework)" is the latest information literacy instructive file which is promulgated by the Association of College and Research Libraries(ACRL) in January 2015. By studying of the Framework, this paper aims to know about the development of information literacy standards in the U.S. higher education institutions, and provide reference for theory and practice of information literacy education in China in the new period. [Method/process] This paper analyses the detailed content of the Framework and establishes the its structure model. Then it describes the notable feature and improvements of Framework compared with "Information Literacy Competency Standards for Higher Education" in 2000. [Result/conclusion] It is concluded that the Framework expands the connotation and denotation of information literacy, redefines the core content of information literacy instruction, and emphasizes the cultivation of metacognition. It points out that the university information literacy should be integrated to academic process, focus on ability and promote academic communication in the new information environment.
Key words： information literacy; framework; standard; higher education; America
[1] ACRL. Framework for Information Literacy for Higher Education[EB/OL].[2015-03-05]. http://www.ala.org/acrl/standards/ilframework.
[2] Foasberg N M. From standards to frameworks for IL:How the ACRL framework addresses critiques of the standards[J]. Portal:Libraries and the Academy, 2015, 15(4):699-717.
[3] Houtman E. "Mind-blowing":Fostering self-regulated learning in information literacy instruction[J]. Communications in Information Literacy, 2015, 9(1):6-18.
[4] Hess A N. Equipping academic librarians to integrate the framework into instructional practices:A theoretical application[J/OL]. The Journal of Academic Librarianship, 2015.[2015-09-20].http://www.sciencedirect.com/science/article/pii/S0099133315001755.
[5] Knapp M, Brower S. The ACRL Framework for Information Literacy in Higher Education:Implications for health sciences librarianship[J]. Medical Reference Services Quarterly, 2014, 33(4):460-468.
[6] Reed K L. Square peg in a round hole? The framework for information literacy in the community college environment[J]. Journal of Library Administration, 2015, 55(3):235-248.
[7] Garcia L. Applying the framework for information literacy to the developmental education classroom[J]. Community & Junior College Libraries, 2014, 20(1-2):39-47.
[8] Oakleaf M. A roadmap for assessing student learning using the new framework for information literacy for higher education[J]. The Journal of Academic Librarianship, 2014, 40(5):510-514.
[9] ACRL. Information Literacy Competency Standards for Higher Education[EB/OL].[2015-03-05]. http://www.ala.org/acrl/standards/informationliteracycompetency.
[10] ALA.Presidential Committee on Information Literacy:Final Report[EB/OL].[2015-03-06]. http://www.ala.org/acrl/publications/whitepapers/presidential.
[11] Mackey T P, Jacobson T E. Reframing information literacy as a meta literacy[J]. College & Research Library, 2011(1):62-78.
[12] 杨鹤林. 元素养:美国高等教育信息素养新标准前瞻[J]. 大学图书馆学报,2014(3):5-10.
[13] Meyer J, Land R. Threshold concepts and troublesome knowledge:Linkages to ways of thinking and practising within the disciplines[EB/OL].[2015-03-10]. http://www.etl.tla.ed.ac.uk/docs/ETLreport4.pdf.
[14] Townsend L, Brunetti K, Hofer A R. Threshold concepts and information literacy[J]. Portal:Libraries and the Academy, 2011, 11(3):853-869.
[15] Davies P, Mangan J. Embedding threshold concepts:From theory to pedagogical principles to learning activities[C]//Land R, Meyer J, Smith J. Threshold Concepts Within the Disciplines.Rotterdam:Sense Publishers, 2008:37-50.
[16] Gibson C,Jacobson T E. Informing and extending the draft ACRL Information Literacy Framework for Higher Education:An overview and avenues for research[J]. College & Research Libraries, 2014,75(3):250-254.
[17] Metacognition[EB/OL].[2015-03-10.].https://en.wikipedia.org/wiki/Metacognition.
[18] Williams K A. ACRL Board update on the proposed framework for information literacy for higher education[EB/OL].[2015-05-07]. http://www.acrl.ala.org/acrlinsider/archives/9720.
/
| 〈 |
|
〉 |
