Library and Information Service >
A Study of the Practice of Critical Information Literacy Education in CSUSB' John M. Pfau Library
Received date: 2016-08-23
Revised date: 2016-10-03
Online published: 2016-10-20
[Purpose/significance] The paper introduces the practice of critical information literacy education in John M. Pfau Library of California State University at San Bernardino,and summarizes the practical experience.[Method/process] It analyzes the cases of critical information literacy education practice in universities abroad, and explains the features and research significance of John M. Pfau Library's practice. The paper introduces its information literacy education system design; analyzes the implementation background, working ideas, specific steps, key technology and service promotion measures of Critical Information Literacy Laboratory for Faculty. [Result/conclusion] The practice of John M. Pfau Library gives the idea about how to propagate and promote the library's service on a large scale and expand the influence, which inspires us to think deeply from the perspectives of role to play, environment building and scientific planning.
Key words： information literacy; critical information literacy; university; library
Wang Dandan . A Study of the Practice of Critical Information Literacy Education in CSUSB' John M. Pfau Library[J]. Library and Information Service, 2016 , 60(20) : 52 -58 . DOI: 10.13266/j.issn.0252-3116.2016.20.007
[1] 彭立伟.美国信息素养标准的全新修订及启示[J].图书馆论坛,2015(6):109-111.
[2] WARREN S, DUCKEET K. "Why does Google Scholar sometimes ask for money?" Engaging science students in scholarly communication and the economics of information[J]. Journal of library administration,2010,50(4):349-372.
[3] PAWLEY C. Information literacy:a contradictory coupling[J]. Library quarterly, 2003,73(4):422-452.
[4] KAPITZKEC. Information literacy:a review and post structural critique[J]. Australian journal of language & literacy, 2003,26(1):53-66.
[5] SWANSON T. Applying a critical pedagogical perspective to information literacy standards[J]. Community & junior college libraries, 2004,12(4):65-78.
[6] SIMMONS M H. Librarians as disciplinary discourse mediators:using genre theory to move toward critical information literacy[J]. Portal:libraries and the academy, 2005,5(3):297-311.
[7] ANDERSEN J.The public sphere and discursive activities:information literacy as sociopolitical skills[J]. Journal of documentation, 2006,62(2):213-228.
[8] ELMBORG J. Critical information literacy:Implications for instructional practice[J]. The journal of academic librarianship, 2006,32(2):192-199.
[9] ELMBORG J. Critical information literacy:definitions andchallenges[EB/OL].[2016-09-26]. http://ir.uiowa.edu/cgi/viewcontent.cgi?article=1013&context=slis_pubs.
[10] 常凤.批判性教学研究[D].成都:四川师范大学,2009:7.
[11] DOHERTY J, KETCHNER,K. Empowering the intentional learner:a critical theory for information literacy instruction[EB/OL].[2016-07-20].http://unllib.unl.edu/LPP/doherty-ketchner.pdf.
[12] BROIDY E. Gender and the politics of information:reflections on bringing the library into the classroom[J]. Library trends,2008,56(2):494-508.
[13] MORRISON R. Culturally-relevant information literacy:a case study[EB/OL].[2016-07-20]. http://digitalcommons.nl.edu/cgi/viewcontent.cgi?article=1020&context=diss.
[14] WHITWORTH A. Teaching information literacy within a relational frame:the media and information literacy course at Manchester[J]. Journal of information literacy, 2009,3(2):25-38.
[15] DETMERING R. Exploring the political dimensions of information literacy through popular film[J]. Portal:libraries and the academy, 2010,10(3):265-282.
[16] DUNAWAY M. Web 2.0 and critical information literacy[J]. Public services quarterly, 2011,7(3/4):149-157.
[17] BEILIN I, LEONARD A E. Teaching the skills to question:a credit course approach to criticalinformation literacy[EB/OL].[2016-07-20].http://ojs.gc.cuny.edu/index.php/urbanlibrary/article/download/1397/pdf_8.
[18] SCHROEDER R, HOLLISTER C V. Librarians' views on critical theories and critical practices[J].Behavioral & social sciences librarian, 2014,33(2):91-119.
[19] SWANSON T A. A radical step:implementing a critical information literacy model[J]. Portal:libraries and the academy, 2004,4(2):259-273.
[20] SWANSON T A. Applying a critical pedagogical perspective to information literacy standards[J]. Community & junior college libraries, 2005,12(4):65-77.
[21] DRABINSKI E.Teaching the radical catalog[EB/OL].[2016-07-20]. https://www.researchgate.net/publication/265752148_Teaching_the_Radical_Catalog.
[22] REALE M. Critical pedagogy in the classroom:library instruction that gives voice to studentsand builds a community of scholars[J]. Journal of library innovation, 2012,3(2):80-88.
[23] HICKS A. Cultural shifts:putting critical information literacy into practice[J]. Communications in information literacy, 2013,7(1):50-65.
[24] JACOBS H L. Pedagogies of possibility within the disciplines:critical information literacy and literatures in English[J]. Communications in information literacy, 2014,8(2)):192-207.
[25] DOLD C J. Critical information literacy:a model for transdisciplinary research in behavioral sciences[J]. The journal of academic librarianship, 2014,40(2),179-184.
[26] ACRL. Framework for information literacy for higher education[EB/OL].[2016-07-19]. http://www.ala.org/acrl/standards/ilframework.
[27] 付绍宏,高冉.《高等教育信息素养框架》指导下的信息素养教育改革[J].图书情报知识, 2016(3):26-32.
[28] 周海燕,周景辉.美国本科通识教育:让学生生活更有意义[EB/OL].[2016-07-19].http://news.sciencenet.cn/sbhtmlnews/2010/1/228681.html?id=228681.
[29] John M. Pfau Library. About the critical information literacy laboratory[EB/OL].[2016-07-19].http://library.csusb.edu/cillab/.
[30] JOHN M. Pfau Library.Critical information literacy by course level[EB/OL].[2016-07-19].http://library.csusb.edu/cillab/wp-content/uploads/2015/07/CIL-by-Course-Level.pdf.
/
| 〈 |
|
〉 |
