在情境中理解信息素养——《高等教育信息素养框架》探析

Understanding Information Literacy in Context——An inquiry of Framework for Information Literacy for Higher Education

为适应充满动态性和不确定性的信息环境,2015年2月,美国大学与研究图书馆学会颁布了《高等教育信息素养框架》(简称《框架》)作为指导信息素养教育的纲领性文件。与以前的文件不同,《框架》不再将信息素养限定为一套去情境化的技能,而是采用概念性方法将信息、研究和学术方面的相关理念融为一体。文章以信息素养的相关研究成果为理论指导,以情境为分析视角,对《框架》的制定背景、哲学基础以及信息素养概念进行解析,并详细阐述《框架》是如何将信息素养及其实施置于情境中的。分析表明:关注情境已成为信息素养研究的必要条件,除了理解信息和信息素养行为外,《框架》强调更要解读它们所处的情境。

In order to adapt to the dynamic and uncertain information environment,in February 2015,the American Association of College and Research Libraries(ACRL)filed the Framework for Information Literacy for Higher Education(Framework),as a programmatic document guiding information literacy education.Unlike previous documents,this Framework does not limit information literacy to a set of de-contextualized skills,instead,it uses conceptual approaches to integrate information,research and academic concepts.Taking the Framework content as the research object,the relevant research results of information literacy as the theoretical guidance,and the context as the analytical perspective,this paper interprets the formulating background and philosophical basis of the Framework and the information literacy concept.Furthermore,it also elaborates how the Framework puts information literacy and its implementation in context.The result shows that context has become a necessary condition for information literacy research,in addition to understanding information and information literacy behaviors,the Framework emphasizes the necessity to interpret the contexts in which they are located.