Information Literacy 信息素养

1. Information Literacy信息素养 Heidi Card ULS Librarian, Assistant to the Director on Research & Special Projects University of Pittsburgh hrc5@pitt.edu

2. What is Information Literacy?什么是信息素养？ • A set of skills/abilities needed to find, retrieve, analyze, and use information • 发现、检索、分析与利用信息的技能或能力。

3. And more. . .以及更多的相关内容…… • Financial Literacy 金融素养 • Health Literacy 健康素养 • Scientific Literacy 科学素养 • Visual Literacy 视觉素养 • Cultural Literacy 文化素养

4. Why is Information Literacy Important?信息素养为什么重要？ • Information literacy is increasingly important in the contemporary environment of rapid technological change and proliferating information resources. • 在科技飞速发展、信息资源激增的当今时代，信息素养越来越显示其重要性

5. The Solution to “Data Smog”对“信息烟尘”的解决

6. Who Needs Information Literacy?谁需要信息素养？

7. Is IL a Required Course?信息素养是否是一门必修课程？ • Some colleges require a course for undergraduate programs: • 某些大学要求将这类课程作为本科专业课程： • Information Literacy Requirements 信息素养的要求 Information literacy is an intellectual framework for identifying, finding, understanding, evaluating, and using information. The mastery of these skills is essential for lifelong learning and is the foundation of Duquesne University’s special trust of seeking truth and disseminating knowledge within a moral and spiritual context. Courses within the student’s major will build on the introductory skills learned in the basic Information Literacy class. • 信息素养是一个包含识别、寻找、理解、评价和利用信息的知识框架。掌握这些技能是终身学习所不可或缺的，也是迪尤肯大学在道德与精神方面追求真理、传播知识的基础。学生的专业课程将建立在之前的基础性信息素养课堂中所学到的技能之上。 • Charter Oak State College查特奥克州立学院

8. How is IL Taught?如何教授信息素养？ • College courses大学课程 • Library courses图书馆课程 • Library workshops图书馆研讨会 • Library tutorials图书馆指南 • Library modules图书馆模块 • Library consultations 图书馆咨询

9. Research Strategies 研究策略 Finding Books 查找图书 Finding Periodical Articles Online 在线查找期刊论文 Effective Internet Searching 有效的网络搜索 Ethics in Research 学术道德 Internet Evaluation 互联网评价 Using print indexes 使用纸质索引 Current Events 时事 IL Topics 信息素养内容

11. Professional IL Resources专业信息素养资源

12. Blogs/Websites博客/网站 • The Big 6 - dedicated to teaching using the Big6 - the most widely-known and widely-used approach to teaching information and technology skillsThe Big 6-致力于教学使用的Big6 -最知名和最广泛使用于信息教学和技术技能学习的模式 • Connecting Librarian - “connecting new ideas and technologies”; though not specifically about information literacy, the concept is a frequently discussed topic该博客的标签是：“连接新观点和新技术”，虽然并非信息素养的专门内容，但经常会讨论到该话题 • Information Literacy Round Table (ILRT) • 信息素养圆桌会议（ILRT） • Information Literacy Weblog - addresses IL from a global perspective信息素养博客-从全球的角度探讨信息素养

13. Listservs邮件列表 • Information Literacy Instruction Listserv (ILI-L)信息素养教育邮件列表，亦称信息素养教育论坛 • ACRL’s College Libraries Section List (COLLIB-L) • 美国大学与研究图书馆协会的高校图书馆组邮件列表

14. Organizations组织 • Association of College and Research Libraries (ACRL) Information Literacy美国大学与研究图书馆协会(ACRL)信息素养 • Institute for Information Literacy信息素养学会 • Instruction Section培训指导分会 • Professional Activity专业活动 • Library Instruction Round Table (LIRT) • 图书馆教学圆桌会议 • Library Orientation Exchange (LOEX) • 图书馆领域信息交流 • National Forum on Information Literacy • 信息素养国家论坛

15. Project Information Literacy信息素养项目 • A report of preliminary findings and analysis from student discussion groups held on 7 U.S. campuses in Fall 2008 • 2008年秋，美国7所高校学生讨论组的初步调查及分析报告 • Results suggest that conducting research is particularly challenging • 结果表明，信息素养研究项目尤其具有挑战性 • Students’ greatest challenges are related to their perceived inability to find desired materials • 学生面临的最大挑战均认为是无法找到所需要的资料

16. Project Information Literacy信息素养项目 • Students seek “contexts” as part of the research process • 学生寻求“相关环境”作为研究过程的一部分 • figuring out how to traverse complex information landscapes may be the most difficult part of the research process • 如何克服复杂的信息环境所带来的障碍可能是研究过程中最困难的部分 • findings also suggest that students create effective methods for conducting research by using traditional methods, such as libraries, and self-taught, creative workarounds, such as “presearch” and Wikipedia, in different ways. • 研究结果还建议，学生开展研究时可以用不同的方式创造出有效的方法，如传统的到图书馆、自学等方式，也可用创新的解决方法，如“预搜索”和利用维基百科等

17. Purpose of Report报告的目的 • To better understand how early adults define and conceptualize the process of research • 为了更好的了解年轻人是如何定义并形成研究过程的概念 • To discover the steps that early adults take to locate, evaluate, select, and use resources required for course-related research and for everyday research • 发现年轻人在完成与课程相关的研究和日常研究中的定位查找、评估、选择和使用资源的步骤和思路

18. What Frustrates Students When They Conduct Research? • 学生在进行研究活动中，哪些使他们感到沮丧和受到挫折？

19. Students Value Libraries学生重视图书馆 • 1. For the library website, which they used, usually off-site, as gateway to scholarly research databases.对于图书馆网站，学生通常使用它的外部链接作为学术研究数据库的入口 • 2. For librarians as “navigational sources,” which they used most often used for making sense out of the complex library system on campus.图书馆员作为 “导航资源”，学生利用最多的是通过他们弄清楚校园里复杂的图书馆系统 • For librarians as “information coaches,” who they used for refining thesis statements or helping them locate hard-to-find resources (i.e., statistics or government documents).图书馆员作为“信息教练 ”，学生通过他们精炼论文叙述或帮助查找很难找到的资源（如，统计数据或政府文件）

20. Reference Desk咨询台

21. IL at ULS匹兹堡大学图书馆系统中的信息素养 • Mission and Objectives • 使命和目标 • Rubrics评分指标 • IL Working Group • 信息素养工作组 • Assessment 评估

22. Mission使命 • Core to the mission of the University Library System (ULS) is partnering with faculty in each department and program to foster information literacy through a variety of educational approaches.  • 匹兹堡大学图书馆（ULS）信息素养项目的核心使命是与各院系合作，通过各种教育方法和课程培育学生的信息素质 • The ULS seeks to ensure that students at the University of Pittsburgh are equipped to navigate an increasingly complex information environment.  • 图书馆旨在确保匹兹堡大学的学生能在日趋复杂的信息环境中游刃有余、胜任工作

23. Student Learning Outcomes for the University of Pittsburgh匹兹堡大学学生学习成果 • Think critically and analytically 批判性地思考和分析 • Gather and evaluate information effectively and appropriately • 用合适而有效的方式收集和评价信息 • Understand and be able to apply basic, scientific and quantitative reasoning • 理解并能运用基本的、科学的、定量的推理方法 • Communicate clearly and effectively • 清晰而有效的交流和表达方式

24. Student Learning Outcomes for the University of Pittsburgh匹兹堡大学学生学习成果 • Use information technology appropriate to their discipline选择适用的信息技术应用到学习中 • Exhibit mastery of their discipline 展示其对学科专业的掌握 • Understand and appreciate diverse cultures (both locally and internationally) 理解和欣赏不同文化（包括本地的和国际的） • Work effectively with others 与其他人有效地合作工作 • Have a sense of self, responsibility to others, and connectedness to the University 有自我意识，对他人有责任感，与学校的价值观保持一致性

25. Middle States Commission on Higher Education美国中部各州高等教育委员会 • Several skills, collectively referred to as “information literacy,” apply to all disciplines in an institution’s curricula. • 统称为“信息素养”的技能，作为信息素养课程应用到所有学科中 • These skills relate to a student’s competency in acquiring and processing information in the search for understanding. • 这些技能关系到学生获取和处理信息的能力

26. Objectives of IL at ULS匹大图书馆信息素养的目标 • To ensure that University of Pittsburgh students will be capable of: 确保匹兹堡大学的学生具有以下能力： • Gathering and evaluating information effectively and appropriately； 有效而又合适的方式收集和评估信息 • Identifying information sources appropriate to their discipline; 辨识信息来源应用于专业学习中； • Critically evaluating and incorporating information to address a specific information need; 批判性的评价和吸收信息，以满足特定的信息需求； • Utilize appropriate information technology; • 正确地使用信息技术； • Understand the principle of intellectual property, and the legal and ethical uses of information. • 了解知识产权原理，合法合理的使用信息资源

27. IL Working Group信息素养工作组 • Created in Spring 2006 创立于2006年春 • Charged with developing an information literacy assessment program for the ULS • 负责为ULS开发信息素养评估项目 • And developing new ways to market the information literacy program to faculty and students 开拓向教师和学生推广信息素养的新途径 • creating online tutorials (and revising existing ones) 创建在线教程（同时修改现有教程） • finding new ways to promote information literacy寻找推广信息素养的新方法

28. Rubrics评分标准

29. Different forms of IL @ ULS匹大图书馆不同形式的信息素养教育 • Instruction: structured classes 课堂培训：系统的培训课程 • Kiosks: “Help Hub” • 自助学习：“帮助中心” • Individual Consultation • 个别咨询 • Tutorials online • 网上教程

30. Amy Knapp Instruction Room Amy Knapp培训教室

31. Online Tutorials在线教程

32. IL Assessment 信息素养评估 标准化信息素养技能评估

33. SAILS Results Indicated that students struggled with:SAILS评估结果显示，学生正在以下方面努力： • Developing a research strategy制定研究策略 • Using appropriate information resources • 使用正确的信息资源 • Identifying and finding scholarly literature识别和查找学术文献 • Plagiarism and ethical use of information • 反对剽窃，遵循道德规范使用信息

34. How the ULS is Using SAILS DataULS怎样使用SAILS数据 • To identify specific IL gaps of students 识别学生之间的信息素养差距 • Demonstrate to departments the specific IL needs of their students and partner to address 向学生及其伙伴们演示不同专业具有不同的信息素养需求（个性化） • Eventually use this base data as a means of measuring the impact of IL instruction 最终，用这些基本数据作为评测信息素养教学的工具和影响因素

35. Next Steps下一步 • Need to comprehensively review the data collected from the current SAILS testing • 需要全面检查目前SAILS系统测试所收集的数据 • Identify gaps in order to identify competencies of current freshman找出学生之间差距，以确认新生的学习能力 • Work with other departments to integrate findings into curricula 与其他院系教师合作，将调查结果融入信息素养课程

36. Outside the Classroom Curriculum课堂教学外的信息素养教育内容 • Introduction to ULS • 匹大图书馆系统介绍 • How to Write & Communicate Clearly • 如何清晰地写作和交流 • Interview Assistance • 面试援助 • Managing Information • 信息管理

37. Any Questions?问题？

38. 谢谢！ 謝謝！

39. References参考文献 • Head, A. J. and Eisenberg, M. B. (2009). Project Information Literacy Progress Report. The Information School, University of Washington.