| 黄如花,冯婕,黄雨婷,石乐怡,黄颖.公众信息素养教育:全球进展及我国的对策[J].中国图书馆学报,2020,46(3):50~72 |
| Information Literacy Instruction for All: Global Progress and Future Scenarios in China |
| 公众信息素养教育:全球进展及我国的对策 |
| Received:March 12, 2020 Revised:April 21, 2020 |
| DOI： |
| Key words:Information literacy Information literacy instruction Information literacy instruction for all |
| 中文关键词: 信息素养 信息素养教育 公众信息素养教育 |
| 基金项目: |
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| Abstract: |
This study reveals the characteristics of, and progress in,“Information Literacy Instruction for All (ILIFA)” around the globe. The purpose is to provide suggestions for China's ILIFA strategy, to contribute guidance for practice, and to highlight areas worthy of future ILIFA research. From journal articles, theses and dissertations, conference papers and books, along with rarely-used government documents, conference records, reports, guides, yearbooks and news articles, this study systematically traces the origins and evolutions of ILIFA and the latest progress in the field across both theory and practice. Additionally, a comprehensive analysis reveals the main challenges facing this field now and in the future.
When Paul G.Zurkowski first proposed “Information Literacy (IL)” in 1974, he highlighted the need for a universal perspective-namely, “Information Literacy Instruction (ILI)” for everyone. The US National Commission on Libraries and Information Science (NCLIS), the American Library Association (ALA) and the US National Forum on Information Literacy (NFIL) subsequently took further steps to enrich the concept of ILI, promote standards for the types and levels of ILI, and raise awareness of ILI worldwide.The United Nations Educational Scientific and Cultural Organization(UNESCO) unified the term and characteristics of IL, and proposed the concept of “Media and Information Literacy” by integrating information literacy with other related concepts, such as media literacy and digital literacy, to coordinate the global understanding of ILIFA. Under the guidance of UNESCO and the promotion of the International Federation of Library Associations and Institutions (IFLA), much progress has been made practically and theoretically. In many countries, the importance of ILIFA has been elevated to the strategic level of sustainable development. Many senior leaders of the United Nations member states have devoted attention to promulgating national policies and evaluation frameworks. Further, international cooperation networks have been built, and public enthusiasm and participation in ILIFA has steadily grown.
However, there are three problems in ILIFA that need to be solved. First, the average level of ILIFA is still relatively low. Second, the global progress in ILIFA is exceedingly unbalanced. Developed countries, such as the United States, the United Kingdom and Singapore, have apparent advantages and unique characteristics, while most developing countries have not even fully realized the significance of ILIFA yet. Third, research is lagging behind the practice. Evaluation research is typically weak; there is a dearth of systematic studies; up-to-date practical results are lacking; and very few projects are undertaken through interdisciplinary collaborations.
To improve ILIFA in China, the promoters of this study recommend to release particular policies and standards as soon as possible, to encourage the participation of various bodies, to cover more audiences, to adopt a variety of teaching methods, to train ILI teachers, to develop teaching resources collaboratively, to establish a national communication platform, and to share Chinese best practices globally. 1 tab. 84 refs.
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| 中文摘要: |
信息素养自20世纪70年代在美国被提出之后,受到世界各国的普遍重视,联合国教科文组织、IFLA、欧盟委员会等国际组织均致力于通过教育提升全球公众的信息素养。本文通过系统梳理国内外公众信息素养教育领域的研究成果和实践探索资料,以及政府文件、会议记录、重要机构或项目的报告、指南、年鉴等文献,总结全球公众信息素养教育实践与理论研究的渊源、演变历程和实践现状。研究发现当前全球公众信息素养教育存在三个突出问题:整体水平不高,发展不平衡,研究滞后于实践。为提升我国公众信息素养教育水平,建议尽快出台专门政策和标准,鼓励多元主体参与,力求覆盖各类受众,采取多种教学方式,大力培养师资,合作建设资源,搭建交流平台和传播中国声音。表1。参考文献84。
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