英国白玫瑰大学联盟图书馆数字素养教育实践与启示
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摘要
[目的 /意义]调查和分析英国白玫瑰大学联盟图书馆数字素养培养的核心要素、培养体系、培养方式,以期为国内高校图书馆进行信息素养和数字素养培养提供借鉴。[方法 /过程]对英国白玫瑰大学联盟所属的约克大学图书馆、利兹大学图书馆和谢菲尔德大学图书馆的数字素养培养进行在线调查,并结合掌握的一手资料,总结和归纳其面向学生群体数字素养培养的核心要素、培养体系、培养方式。[结果/结论]英国白玫瑰大学联盟图书馆的培养体系呈现出螺旋上升的特性;为用户提供层次化、个性化的培养方式;三所图书馆均把数字素养的培养提到战略高度,为用户融入数字环境、提高数字素养技能指明方向,为图书馆开展和推进数字素养提供指导依据。
[Purpose/significance] The paper investigates and discusses the core elements,training systems and training methods of digital literacy training in Libraries of White Rose University Consortium and accordingly puts forward some suggestions for domestic university libraries. [Method/process]Firstly,by the method of online survey,this paper investigated the digital literacy training in the libraries of White Rose University Consortium members,which include the library of York university,Leeds university and Sheffield university. Then,combined with the first-hand information,we summarized the core elements,training system and training mode of digital literacy training for students. [Result/conclusion] The training system in the libraries of White Rose University Consortium are characterized by spiral,and these libraries provide hierarchical and individualized training methods for users. Besides,three libraries all have clear and definite strategic plans for digital literacy training,providing direction for users to integrate into the digital environment and guidance for the implementation and promotion of digital literacy.
[Purpose/significance] The paper investigates and discusses the core elements,training systems and training methods of digital literacy training in Libraries of White Rose University Consortium and accordingly puts forward some suggestions for domestic university libraries. [Method/process]Firstly,by the method of online survey,this paper investigated the digital literacy training in the libraries of White Rose University Consortium members,which include the library of York university,Leeds university and Sheffield university. Then,combined with the first-hand information,we summarized the core elements,training system and training mode of digital literacy training for students. [Result/conclusion] The training system in the libraries of White Rose University Consortium are characterized by spiral,and these libraries provide hierarchical and individualized training methods for users. Besides,three libraries all have clear and definite strategic plans for digital literacy training,providing direction for users to integrate into the digital environment and guidance for the implementation and promotion of digital literacy.
引文
[1]Presidential Committee on Information Literacy:final report[EB/OL].[2017-10-24].http://www.ala.org/acrllpublications/whitepapers/presidential.
[2]信息素养[EB/OL].[2017-10-24].http://www.baike.com/wiki/%E4%BF%A1%E6%81%AF%E7%B4%A0%E5%85%BB.
[3]Digital Literacy,libraries,and public policy:report of the Office for Information Technology Policy’s Digital Literacy Task Force[EB/OL].[2017-10-17].http://www.districtdispatch.org/wp-content/uploads/2013/01/2012_OITP-digilitreport_l-22-13.pdf.
[4]Developing digital literacies:briefing paper in support of JISC grant funding 4/11[EB/OL].[2017-10-17].http://www.jisc.ac.uk/media/documents/funding/201I/041Briefingpaper.pdf.
[5]NEF launches national digital literacy initiative[EB/OL].[2018-01-20].http://www.educationdive.com/press-release/.
[6]Being digital|Open University Library services[EB/OL].[2018-01-20].http://www.open.ac.uk/library/.
[7]Cornell University digital literacy resources[EB/OL].[2018-01-20].http://digitalliteracy.cornell.edu/.
[8]傅平.谈谈世界一流大学的图书馆该是怎样的?[EB/OL].[2018-01-27].http://blog.sciencenet.cn/blog-3316383-1077669.html.
[9]The University of Sheffield Library strategic plan[EB/OL].[2017-10-17].http://librarysupport.group.shef.ac.uk/strategicplan/.
[10]陈钰,范晓谚.信息网络时代培养大学生媒介素养刻不容缓[J].科教文汇,2013(12):40-41.
[11]Framework for information literacy for higher education(3rd draft)[EB/OL].[2017-10-25].http://cd.ala.org/ilstandards/wpcontent/uploads/2014/11/Framework-for-IL-for-HE-draft-3.pdf.
[12]张毓晗,张宇娥.英国约克大学图书馆学科服务的特点与启示[J].图书情报工作,2016,60(22):82-87.
[13]HOWARD H.Looking to the future:developing an academic skills strategy to ensure information literacy thrives in a changing higher education world[J].Journal of information literacy,2012,6(1):72-81.
[14]孙鹏,马德俊,杨现民.大学生数字媒介素养教育研究[J].新闻知识,2013(5):83-85.
[15]洪跃,付瑶,杜辉,等.国内高校图书馆信息素养教育现状调研分析[J].大学图书馆学报,2016,34(6):90-99.
[16]许欢,尚闻一.美国、欧洲、日本、中国数字素养培养模式发展述评[J].图书情报工作,2017,61(16):98-106.
[17]彭立伟.美国信息素养标准的全新修订及启示[J].图书馆论坛,2015,35(6):109-116.
[18]杨鹤林.英国高校信息素养标准的改进与启示---信息素养七要素新标准解读[J].图书情报工作,2013,57(2):143-148.
[19]HEINSTROM J.Five personality dimensions and their influence on information behavior[J].Information research,2003,9(1):165-170.
[2]信息素养[EB/OL].[2017-10-24].http://www.baike.com/wiki/%E4%BF%A1%E6%81%AF%E7%B4%A0%E5%85%BB.
[3]Digital Literacy,libraries,and public policy:report of the Office for Information Technology Policy’s Digital Literacy Task Force[EB/OL].[2017-10-17].http://www.districtdispatch.org/wp-content/uploads/2013/01/2012_OITP-digilitreport_l-22-13.pdf.
[4]Developing digital literacies:briefing paper in support of JISC grant funding 4/11[EB/OL].[2017-10-17].http://www.jisc.ac.uk/media/documents/funding/201I/041Briefingpaper.pdf.
[5]NEF launches national digital literacy initiative[EB/OL].[2018-01-20].http://www.educationdive.com/press-release/.
[6]Being digital|Open University Library services[EB/OL].[2018-01-20].http://www.open.ac.uk/library/.
[7]Cornell University digital literacy resources[EB/OL].[2018-01-20].http://digitalliteracy.cornell.edu/.
[8]傅平.谈谈世界一流大学的图书馆该是怎样的?[EB/OL].[2018-01-27].http://blog.sciencenet.cn/blog-3316383-1077669.html.
[9]The University of Sheffield Library strategic plan[EB/OL].[2017-10-17].http://librarysupport.group.shef.ac.uk/strategicplan/.
[10]陈钰,范晓谚.信息网络时代培养大学生媒介素养刻不容缓[J].科教文汇,2013(12):40-41.
[11]Framework for information literacy for higher education(3rd draft)[EB/OL].[2017-10-25].http://cd.ala.org/ilstandards/wpcontent/uploads/2014/11/Framework-for-IL-for-HE-draft-3.pdf.
[12]张毓晗,张宇娥.英国约克大学图书馆学科服务的特点与启示[J].图书情报工作,2016,60(22):82-87.
[13]HOWARD H.Looking to the future:developing an academic skills strategy to ensure information literacy thrives in a changing higher education world[J].Journal of information literacy,2012,6(1):72-81.
[14]孙鹏,马德俊,杨现民.大学生数字媒介素养教育研究[J].新闻知识,2013(5):83-85.
[15]洪跃,付瑶,杜辉,等.国内高校图书馆信息素养教育现状调研分析[J].大学图书馆学报,2016,34(6):90-99.
[16]许欢,尚闻一.美国、欧洲、日本、中国数字素养培养模式发展述评[J].图书情报工作,2017,61(16):98-106.
[17]彭立伟.美国信息素养标准的全新修订及启示[J].图书馆论坛,2015,35(6):109-116.
[18]杨鹤林.英国高校信息素养标准的改进与启示---信息素养七要素新标准解读[J].图书情报工作,2013,57(2):143-148.
[19]HEINSTROM J.Five personality dimensions and their influence on information behavior[J].Information research,2003,9(1):165-170.
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