| 于良芝,王俊丽.基于信息素养基础结构的信息素养教育赋能[J].中国图书馆学报,2021,47(5):4~19 |
| 基于信息素养基础结构的信息素养教育赋能 |
| The Foundational Structure of Information Literacy as its Empowerment Mechanism |
| 投稿时间：2021-03-23 修订日期：2021-08-16 |
| DOI： |
| 中文关键词: 信息素养 信息素养教育 赋能机制 信息素养结构 |
| 英文关键词: Information literacy Information literacy education Empowerment mechanism Structure of information literacy |
| 基金项目:本文系国家自然科学基金项目“教育模式对信息分化的影响及作用机理研究——基于实践理论和信息经验中介作用的考察”（编号:71974103）的研究成果之一 |
|
| 摘要点击次数: 1229 |
| 全文下载次数: 989 |
| 中文摘要: |
| 20世纪80年代末以来,世界各国陆续在各级教育中开设信息素养课程。这些课程有别于以往的文化基础课和专业课,构成了信息社会特有的教育实践。本研究的目的是借鉴现代西方实践理论的目的情感结构概念和中国传统教育理念中的致知、致用、致远概念,考察信息素养课程在赋能学生方面的机制特点,为论证这一实践在整个教育实践中的独特地位提供洞见,同时为创新信息素养教育提供启迪。以我国北方某地六所高校为案例,聚焦相对正规的学分制信息素养课程,以学校为单位,采用课堂参与观察和师生半结构化访谈的方式,考察该类课程的赋能机制。研究发现,在被调研的课程中,存在一个由课程关涉对象及相关素养组成的结构。该结构体现着被调研课程对诸如“信息素养究竟是关于什么的素养”“由哪些具体素养组成”等问题的认知,决定着课程能够给予学生的知识与能力边界,本文称之为“信息素养施教结构”。本研究还显示,根据对象之间的内在联系,该结构可以延展为包含更多对象的“信息素养基础结构”。这一结构关联着一组系统化的知识与能力,可以支撑信息素养教育从工具与智识两个方面以及致知、致用、致远三个层次对学生赋能。以基础结构为参照,信息素养施教结构越完整,它带给学生的赋能就越全面。除了信息素养基础结构和信息素养施教结构两大概念,本研究还提出了信息素养对象、对象关联素养等概念。这些概念共同揭示了信息素养教育的赋能机制,解释了它作为独特教育实践的合法性,同时显明:在原有文献检索课基础上形成的信息素养课程若能将智识赋能和致远赋能纳入其教育目标,将信息、数据、意义纳入其施教结构,有可能获得更广阔的创新空间。图3。表1。参考文献30。 |
| 英文摘要: |
This study aims to investigate the mechanism through which information literacy programs empower students,and in so doing,to justify its status as a distinct education practice and to provide guidance for possible innovations of information literacy education in ChinaIt draws on modern practice theories and traditional Chinese concepts of knowledge ,utility and development oriented educationIt focuses on formal credit earning information literacy courses and takes the university wide courses as a unit of analysisIt collects data from courses of 6 out of 23 universities and colleges in one region through participant observations and in depth interviewsIn total,the authors participated in 76 hours of 20 courses,which amount to 127 hours for each course and 33 courses for each universityIn observing these courses,one of the researchers tape recorded （with the lecturer's consent） and took notes of every possible detail of the classroom activities,including contents taught,the lecturers doings and sayings,and the interaction between the lecturers and the studentsThe study further interviewed 20 lecturers and one administrator responsible for information literacy education,inquiring about the background for the course offerings,objectives of the courses,course designs,syllabus,teaching approaches and assessment,etcIt analyzed the collected data in light of Schatzi's practice theoryIn addition to the courses teleo affective structure as theorized by Schatzi,this study reveals a more fundamental structure on which the teaching practice of the investigated courses is basedThis structure consists of information related objects concerned by the courses and their associated literacies covered by the courses; it indicates the courses understanding of what exactly information literacy is about and what it should contain,which the courses pass implicitly on to their studentsThis study names the structure “the taught structure of information literacy”This study further demonstrates that it is possible to extend this structure to one that includes more objects and more associated literacies,which it calls “the foundational structure of information literacy”It argues that the more a course's taught structure is aligned with the foundational structure,the greater is its empowerment,and the more likely will it achieve both instrumental and intellectual empowerment on one dimension,and knowledge ,utility and development oriented empowerment on the other3 figs1 tab30 refs.
|
|
查看全文
查看/发表评论 下载PDF阅读器 |
|
|
|
