CAJ | 학술논문

当前世代大学生偏好的教育活动是个性化服务．电子媒介交互式学习，任务参与型学习甚至自主的学习；他们具备一定的信息素养能力，但差异巨大。本文指出：随着Interact技术及应用的深入发展，大学生信息素养能力包括三个层次，低层次是信息检索技能．然后是批判性思维能力和与自己专业密切相关的IT能力，更高层次是独立思考、认识论认知能力，最终达到解决实际问题的目的；高校图书馆已经不能独立满足学生多层次信息素养能力的要求及当前世代大学生对教育培训的偏好。本文提出信息素养教育五分策略：培养目标分层，教学内容分级，学科专业分类，培养过程分段，学生管理分流，并建议从网络课堂、图书馆、学院、学校、教育部、第三方平台等多个层面，共同推动我国大学生信息素养教育。图3。表3。参考文献63。
당전세대대학생편호적교육활동시개성화복무．전자매개교호식학습，임무삼여형학습심지자주적학습；타문구비일정적신식소양능력，단차이거대。본문지출：수착Interact기술급응용적심입발전，대학생신식소양능력포괄삼개층차，저층차시신식검색기능．연후시비판성사유능력화여자기전업밀절상관적IT능력，경고층차시독립사고、인식론인지능력，최종체도해결실제문제적목적；고교도서관이경불능독립만족학생다층차신식소양능력적요구급당전세대대학생대교육배훈적편호。본문제출신식소양교육오분책략：배양목표분층，교학내용분급，학과전업분류，배양과정분단，학생관리분류，병건의종망락과당、도서관、학원、학교、교육부、제삼방평태등다개층면，공동추동아국대학생신식소양교육。도3。표3。삼고문헌63。
College students of Network Generation have the basic ability to retrieve and judge information, and the ability to share information and collaborate with others with social platforms. However, university teachers and the executives in the job market maintain that the ability of information literacy of current college students is not satisfying, which reflects a deviation in the present objectives of information literacy educa- tion in universities. Besides, current college students favor personalized training, interactive learning through e-media, task-based learning and autonomous learning instead of traditional ＂chalk and talk＂ or teaching in a big classroom. This paper aims at analyzing the objective requirements of different information environments for college students＇ information literacy. In the meantime, based on the characteristics of current college students and the characteristics of their information behaviors, it puts forward some strategies of developing the students＇ information literacy and innovating the main body of education in the present information environment. This paper makes use of empirical method and literature analysis method. Through a survey on the infor- mation behavior characteristics of the freshmen in a university, education activities in the university library and education activities of information literacy in China and the United States, it explores the generation characteristics of current college students and the differences of information literacy education between Chinese and American universities. Through the literature analysis of information literacy in the past 20 years, this paper finds out the objective requirements of information literacy for college students in different information environments. The findings suggest that first, the development of information literacy ability of college students includes a three-layer structure, namely, the lower level of information retrieval skills, and then critical thinking skills and IT capability closely related to their own professions, the higher level of ＂independent thinking, epistemological cognition＂ ability and finally the ability to solve practical problems; second, the information literacy education can be implemented with five strategies： stratifying teaching objectives, grading teaching contents, classifying subjects and majors, segmenting teaching process and divide the student management; third, online class, library, college, university, ministry of education, the third-party platform and so on constitute the main body of information literacy education of college students in China. There exist two limitations in this paper. First, it fails to clarify the influence of ＂paper writing＂ on critical thinking ability and independent thinking ability; second, it fails to explicate or illustrate the influencing process of critical thinking ability and independent thinking ability and epistemological cognition ability on information literacy. On balance, though, the three-layer structure of developing the college students＇ information literacy put forward in this paper helps lead the students to their own learning and self-diagnosis and provides a new strategic direction for the information literacy teaching. And the five-strategy information literacy education can provide a template for action for different universities to implement information literacy education. 3 figs. 3 tabs. 63 refs.