| 张长海.基于批判性思维和创造力的我国大学生信息素养教育模式研究[J].中国图书馆学报,2016,42(4):102~116 |
| An Information Literacy Education Model of Undergraduates in China Based on Critical Thinking and Creativity |
| 基于批判性思维和创造力的我国大学生信息素养教育模式研究 |
| Received:March 04, 2016 Revised:April 28, 2016 |
| DOI：10.13530/j.cnki.jlis.164008 |
| Key words:Information literacy Critical thinking Creativity Education model |
| 中文关键词: 信息素养 批判性思维 创造力 教育模式 |
| 基金项目:本文系全国教育科学规划小组办公室重点课题“教育信息化与大型开放式网络课程(MOOCs)战略研究”(编号:ACA140009)和广东省教育教学改革项目“‘211工程’重点建设大学学术型拔尖人才培养探索与实践”(批准文号:粤教高函[2013]113号)的研究成果之一 |
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| Abstract: |
Information literacy，critical thinking and creativity are core capabilities essential for undergraduates in the 21st century. The present study incorporates information literacy，critical thinking and creativity in the same research spectrum，aiming at exploring the relationship and the impact mechanism within them，thus providing the basis for an optimized model of information literacy education.
In the present study，the author adopts the Chinese version of California Critical Thinking Disposition （CTDI-CV），constructs questionnaires on information literacy and creativity，and carries out a survey among students of six universities in China. Regression analysis，mediating-effect analysis and path analysis are carried out based on the questionnaire data.
Through regression analysis and mediating-effect analysis，the author finds that there exists positive correlation among information literacy，critical thinking and creativity. The regression coefficient that information literacy has on critical thinking is 0.545；the regression coefficient that information literacy has on creativity is 0.578；the regression coefficient that critical thinking has on creativity is 0.229. Mediated by critical thinking，the regression coefficient that information literacy has on creativity is adjusted to 0.703. Through the above analysis，it can be found that the effect that information literacy has on creativity is significantly mediated by critical thinking. Through path analysis，the author finds that capabilities of information evaluation and information utilization can promote creativity more through the mediating role of critical thinking，and that information literacy can promote creativity more through capabilities of analysis and systematization. The author also finds that the capability of systematization has a stronger mediating-effect than the capability of analyzing，and that the capability of information searching ability can promote creativity mostly through the capability of systematization among all capabilities of information literacy and critical thinking. In short，capabilities of information searching，information evaluation，information utilization，analyzing and systematization are the core ones of information literacy and critical thinking.
On the basis of the survey results and related theories，the present study proposes that the information literacy education in the information cognition dimension should be reinforced. Information literacy integrated with critical thinking is a critical instrument for college students autonomous learning，life-long learning and creativity. Furthermore，the author proposes the integrated model of information literacy and critical thinking should be integrated into professional courses teaching，namely ILiCTiC model. To ensure the implementation of ILiCTiC model, the competence that information literacy educators should have is proposed.
The present study has significant implications for establishing basic conceps of information literacy education in Chinese universities，the construction of higher education information literacy standards，the optimization of information literacy education model and the improvement of professional teaching effectiveness. Meanwhile，the study can also provide some inspirations for the cooperation between libraries and professional teaching in general information literacy education and professional information literacy education.
The roles that teamwork and information technology play in the impact of information literacy on creativity and the effectiveness of the ILiCTiC model deserve further study. Moreover，the institutional and ideological barriers that subject librarians and faculties encounter during the implementation of ILiCTiC model and specific solutions shall also be further studied.
The innovation point of current study lies in carrying out a systematic research on the relationship among information literacy，critical thinking and creativity. It finds out the core elements of information literacy and critical thinking. Based on the research results，an information literacy integrated education model and competence of information literacy educators are proposed. 4 figs. 3 tabs. 54 refs.
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| 中文摘要: |
| 信息素养、批判性思维、创造力是21世纪大学生必需掌握的核心技能,研究并揭示三者的内在影响机制,对于促进高等教育信息素养教育观念的转变,制订信息素养标准,进而优化信息素养教育模式,具有重要意义。本文采用问卷调查方法获取我国大学生信息素养、批判性思维能力和创造力状况的基本数据。通过回归分析和中介效应分析发现:信息素养、批判性思维对创造力影响显著,批判性思维在信息素养对创造力的影响中存在显著中介效应。通过路径分析发现:信息评估能力和信息利用能力通过批判性思维的中介作用更能促进创造力,信息素养通过分析能力和系统化能力更能够激发创造力,信息搜索能力通过系统化能力能够最大程度激发创造力；信息搜索能力、信息评估能力、信息利用能力是信息素养的核心能力,分析能力、系统化能力是批判性思维的核心能力。研究结果表明:在信息素养教育中融合批判性思维的培养能较大程度地提高大学生的创造力。根据调研结果及相关理论研究,本文提出融合批判性思维的信息素养教育与专业课程教育的整合模式,即ILiCTiC模式,并提出实现该模式的系统方案,以期为推进我国大学生信息素养教育提供参考。图4。表3。参考文献54。 |
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