Our study aims to take a closer look at China's current information literacy(IL) program standards at secondary schools and to analyze their level of success and/or failures in a comparative way with those of the ...Our study aims to take a closer look at China's current information literacy(IL) program standards at secondary schools and to analyze their level of success and/or failures in a comparative way with those of the United States in terms of fulfilling their each other's mission-oriented mandates. Our research findings show that China's current IL standards of high schools contain a disproportionate emphasis on information technology(IT). Moreover, the stipulations of these IL standards are narrowly construed and without being solidly grounded on a broad and comprehensive educational perspective. We also suggest that there are two underlying causes for this set of unsound IL standards in China.Firstly, there is a lack of collaboration between two major competing forces engaged in the curricular development and research of IL in China: Those professionals in educational IT discipline vis-à-vis those in Library and Information Science. Secondly, library professionals have a very limited influence on major socio-cultural policies, even at their own institutions. As a result, this paper recommends the following three possible measures,which may help remedy this situation strategically: 1) Establishing a set of new IL curriculum standards based on an IL-centered educational perspective; 2) establishing a teacher-librarian's training program to promote school librarians' role in IL education; and 3) strengthening the research and development of an online IL education program and an accompanied evaluation mechanism.展开更多
教师信息技术应用能力标准是衡量教师信息技术应用能力的准则,它不仅有利于教师自身的专业发展,同时也有助于提高教学成效、优化教学过程。从1993年开始,美国国际教育技术协会先后发布了5个版本的教师信息技术应用能力标准。其于2017年...教师信息技术应用能力标准是衡量教师信息技术应用能力的准则,它不仅有利于教师自身的专业发展,同时也有助于提高教学成效、优化教学过程。从1993年开始,美国国际教育技术协会先后发布了5个版本的教师信息技术应用能力标准。其于2017年发布的最新标准由此前的《ISTE国家教师教育技术标准和评价指标》更名为《ISTE教育者标准:教师和其他专业人员指南》(ISTE Standards for Educators:A Guide for Teachers and Other Professionals),但核心概念和深层内涵依旧指向教师信息技术应用能力,目的是为教师教育和教师培训提供规范和准则,促使其从单一的教师信息技术应用能力培养转向教师信息素养的全面提升。该标准基于发展学生核心素养的目标诉求,以赋权学生为核心,将教师的社会性角色划分为学习者、领导者、数字公民、协作者、设计者、促进者、分析者7个维度,以此来构建评估指标,从而更好地阐释了教师在数字时代的多重身份和职责分工。展开更多
文摘Our study aims to take a closer look at China's current information literacy(IL) program standards at secondary schools and to analyze their level of success and/or failures in a comparative way with those of the United States in terms of fulfilling their each other's mission-oriented mandates. Our research findings show that China's current IL standards of high schools contain a disproportionate emphasis on information technology(IT). Moreover, the stipulations of these IL standards are narrowly construed and without being solidly grounded on a broad and comprehensive educational perspective. We also suggest that there are two underlying causes for this set of unsound IL standards in China.Firstly, there is a lack of collaboration between two major competing forces engaged in the curricular development and research of IL in China: Those professionals in educational IT discipline vis-à-vis those in Library and Information Science. Secondly, library professionals have a very limited influence on major socio-cultural policies, even at their own institutions. As a result, this paper recommends the following three possible measures,which may help remedy this situation strategically: 1) Establishing a set of new IL curriculum standards based on an IL-centered educational perspective; 2) establishing a teacher-librarian's training program to promote school librarians' role in IL education; and 3) strengthening the research and development of an online IL education program and an accompanied evaluation mechanism.
文摘教师信息技术应用能力标准是衡量教师信息技术应用能力的准则,它不仅有利于教师自身的专业发展,同时也有助于提高教学成效、优化教学过程。从1993年开始,美国国际教育技术协会先后发布了5个版本的教师信息技术应用能力标准。其于2017年发布的最新标准由此前的《ISTE国家教师教育技术标准和评价指标》更名为《ISTE教育者标准:教师和其他专业人员指南》(ISTE Standards for Educators:A Guide for Teachers and Other Professionals),但核心概念和深层内涵依旧指向教师信息技术应用能力,目的是为教师教育和教师培训提供规范和准则,促使其从单一的教师信息技术应用能力培养转向教师信息素养的全面提升。该标准基于发展学生核心素养的目标诉求,以赋权学生为核心,将教师的社会性角色划分为学习者、领导者、数字公民、协作者、设计者、促进者、分析者7个维度,以此来构建评估指标,从而更好地阐释了教师在数字时代的多重身份和职责分工。
