摘要
2015年2月,美国大学与研究图书馆协会(ACRL)正式发布《高等教育信息素养框架》(Framework for Information Literacy for Higher Education)(以下简称《框架》)。它是国际范围内信息素养教育的重要指导性文件,发布后立即引起国际信息素养教育界的强烈反响,国内业界人士也纷纷对它的内容进行分析解读。本文对《框架》的理论基础与具体内容进行反思,认为《框架》的理论基础——"阈概念"与"元素养"并不完全契合信息素养教育实践,而且《框架》以学术研究而非信息素养为出发点,强调学术信息,弱化了学术信息以外的信息内容。除此之外,《框架》还忽视了信息过载的问题。
Framework for Information Literacy for Higher Education, Framework for short hereinafter officially filed by ACRL in February 2015, is an instructional document of great importance to information literacy education in the world. An overwhelming discussion arouses in analyze on its content in succession. Reflection on its its relevant field after its release and experts in the field basing on threshold concept and Meta-literacy is not theoretical basis and specific content, the paper indicates completely appropriate for information literacy practice Furthermore, seeing academic research instead of information literacy as starting point, the Framework underlines academic information, thus weakening other information. In addition, the Framework neglects the problem of information overloading
作者
刘彩娥
贺利婧
LIU Cai-e HE li-jing(Beijing University of Technology, Beijing 100124, China)
出处
《大学图书情报学刊》
2017年第1期45-48,共4页
Journal of Academic Library and Information Science
关键词
信息素养
框架
ACRL
阈概念
元素养
信息过载
information literacy.
framework
ACRL
Threshold Concept
Metaliteracy
information overloading
