Information Literacy in Secondary/Elementary Schools

中小学生的信息素养教育

Mengxiong Liu, Ph.D.

San Jose State University

刘孟雄圣荷西州立大学

Role of School Library学校图书馆的作用

Provide information and ideas in support of instruction 为教学提供信息

Teach information literacy skills to students 培养学生的信息素养能力，使之成为： independent seekers and thinkers 独立思考者 to approach information problems with flexibility and

resourcefulness 灵活解决信息问题 skillfully navigate new information systems 灵活浏览

新的信息系统 successfully evaluate and synthesize information 成功

评估和综合信息

K-12 Information Literacy中小学信息素养历程

The development of information literacy in K-12 education began with the publication of A Nation in Risk in 1983.

中小学信息素养发展始于 1983 年《处于危险中的国家》的出版AASL & AECT guidelines: Information Power: Guidelines for

School Library Media Programs (1988).

1988 年，全美学校图书馆协会和教育通信和技术联合会制定指导方针：《信息的力量：针对学校图书馆媒体项目的指导方针》AASL & AECT standards: Information Literacy Standards for

Student Learning (1998)

1998 年，全美学校图书馆协会和教育通信和技术联合会制定标准：学生学习信息素养标准AASL Standards for the 21st-Centruy Learner (2007)

2007 年，全美学校图书馆协会制定 21 世纪学习者标准

AASL Standards全美学校图书馆协会标准

Learners use 21st century information skills, resources and tools to :学习者运用 21世纪信息技术、资源和工具inquire, think critically, and gain knowledge 咨询、批评性思考、获取知识 draw conclusions, make informed decisions, apply

knowledge to new situations, and create new knowledge

总结、做出明智的决定、应用并创造新的知识share their knowledge and understandings with others

and participate ethically and productively as members of our democratic society 分享知识，作民主社会中文明高效的参与者

pursue personal and aesthetic growth 追求自我成长、审美提升

Explosion of Information信息大爆炸

• Websites 网站数目 : 18,000 in 1995 vs. 644,000,000 in 2012

• Web 2.0, 3.0: Blogs, Wikipedia, Facbook, etc. Web 2.0, 3.0: 博客、维基百科、脸谱网等• A daily NY Times has more information than a

person could have in lifetime in 17th century 纽约时报一天的信息比十七世纪人们一生的信息多

• More new information has been produced in the last 30 years than in the previous 5,000. 过去三十年所产生的信息比过去五千年多

Past to Present 过去和现在• Traditional library skills 传统图书馆技能

– Recognizing author, title, subject, book, magazine 辨认作者、题目、主题、书、杂志

– Finding items on the shelf 上架找书• New skills for information literacy 新信息素养技

能– Exercising critical thinking skills 批评性思考– Locating and choosing the best resources 定

位并寻找选择最佳资源– Evaluating the process, product 评估过程和结

果

Best Practices 最佳实践• Big6™ （一个信息问题处理模式）• Mankato Area Public Schools

曼卡托地区公立学校• Harker School 哈克学校• ILILE (The Institute for Library and Information

Literacy Education)

图书馆和信息素养教育机构• Assessment （一个信息素养技能实时评估工

具）

The Big6 Model• The Big6 is widely known and used approach to teaching

information and technology skills. Used in many K-12 schools. The Big6 information problem-solving model is applicable when people need and use information. The Big6 integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks.

• 应用于众多中小学的教学信息及技术技能领域。这一著名的信息问题处理模式可用于有信息需求或使用信息时。它将信息搜索和使用技能与技术工具系统地整合起来，为特殊需求和任务寻找、使用、应用和评估信息。

Grade 9-12 InfoLit Benchmarks高中信息素养基准

Mankato Area Public Schools 曼卡托地区公立学校

Developed Info Lit Curriculum guidelines， Using Big6 An example of Life-long reading behaviors and critical reading, viewing and listening 9-12:制定了信息素养课程指导方针，使用 Big6作为终生阅读和批判性阅读、思考、倾听的模版。 9-12条见下：

I can identify sources of information for topics of personal interest in both print and electronic formats. 我能为自己感兴趣的选题确定文字或电子形式的信息来源。

I can identify sources of information about current events in both print and electronic formats.

我能找到当前事件的文字或电子形式的信息来源。 I can articulate the criteria I use when evaluating the quality either a fictional or factual work.

我能阐释清楚评估虚拟或真实任务时所用的标准。 I can identify favorite authors and literary types for personal reading.

我能确认我所喜爱的作者和文学类型。

Information Literacy Committee at Harker School 哈克学校信息素养委员会

• Founded by the Library Director in 2004, enjoys the support of administration, department directors, as well as classroom and library faculty across three campuses. Since its inception, the committee has:

• 2004 年由图书馆馆长成立，受到三个校区的行政部门主任、教师及学校图书馆员工的支持。自成立后，委员会– Adopted the information literacy standards of AASL

采用了全美学校图书馆协会制定的信息素养标准– Written K-12 information literacy Scope and

Sequence

制定了中小学信息素养范围与顺序– Work with teachers

与教师一同合作

Harker School 哈克学校 Identified areas of strength and weakness to strategize

implementation of annually revised information literacy skill targets (indicators).

确定优势和弱势领域，策划落实每年修正的信息素养技能目标（指数）。 Surveyed teachers and assessed students to determine

current and future Information Literacy programming. Designed and conducted a variety of professional development seminars for K-12 faculty on site and at conferences.

调查教师、评估学生，确定当下及未来的信息素养项目。针对中小学职工在网络或现场设计召开各类专业发展讨论会。 Created and maintained a list of valuable teaching tools in

support of Information Literacy. 开发维护一系列有价值的教学工具，以促进信息素养发展。

ILILE http://www.ilile.org 图书馆和信息素养教育机构

The Institute for Library and Information Literacy Education (ILILE) is federally funded through the Institute of Museum and Library Services (IMLS) and the U.S. Department of Education. ILILE was established to provide local, regional, and national leadership in fostering successful collaboration among K-12 teachers and library media specialists who are concerned with advancing library and information literacy in the K-12 school curriculum. 

通过博物馆和图书馆服务机构及美国教育部，由联邦政府资助。领导当地及地区性、全国性合作，合作者涉及中小学教师及图书馆媒体领域专家，他们十分关注图书馆及中小学课程中信息素养的发展。

TRAILShttp://www.trails-9.org/index.php?page=home

• TRAILS (Tool for Real-time Assessment for Information Literacy Skills) is a knowledge assessment with multiple-choice questions targeting a variety of information literacy skills appropriate for high school students. This Web-based system was developed to provide an easily accessible and flexible tool for library media specialists and teachers to identify strengths and weaknesses in the information-seeking skills of their students.

• TRAILS是一个信息素养技能实时评估工具，针对各种适合高中学生的信息素养设计了多项选择题。这个基于Web 系统开发的工具，为图书馆媒体专家和教师提供了方便和灵活的工具，用以评估学生信息搜索技巧。

TRAILS Assessment CategoriesTRAILS 评估目录

• Develop topic 选题目• Identify potential sources 辨认潜在资源• Develop, use, and revise search strategies

制定、运用、修改搜索策略• Evaluate sources and information

评估资源和信息• Recognize how to use information responsibly

认识信息使用道德

Teacher/Librarian Collaboration图书馆管理员与教师的合作

Librarians 图书馆管理员• Participate faculty meetings and curriculum meeting 参加职工会议和课程会议• Plan cooperatively with teachers 和教师合作备课• Provide in-service training to teachers 为教师提供培训• Deliver information literacy instruction to students 为学生提供信息素养教育• Support network linking library and classroom 支持图书馆和教室网络

Information Literacy in Perspective展望未来

• Innovative Web-based information literacy tutorials can be created and integrated with curriculum;

• Library can foster information literacy by integrating the presentation of information literacy skills with the curriculum at all grade levels;

• Parents can encourage their children to develop information literacy at home by helping them work through the information problem-solving process.

• 基于网络的创新信息素养教程可与课程相整合。• 图书馆可以通过对信息素养技能展示与各年级课程的整

合，促进信息素养的提升。• 家长可以在家帮助孩子完成用信息解决问题的过程，鼓励他们提升自己的信息素养。

Resources 资源链接• AASL Information Literacy Resources

http://aasl.ala.org/essentiallinks/index.php?title=Information_Literacy

• Resources for School Librarians http://www.sldirectory.com/libsf/resf/infoskill.html

• ALA/ACRL InfoLit Resources http://www.ala.org/acrl/issues/infolit

• ILILE http://www.ilile.org• Rubics http://ncsu.edu/midlink/ho.html

Give information literacy

a big applause!!!

让我们为信息素养热烈鼓掌 !!!