CAJ | 학술논문

文章采用文献调查法、实证研究法和网络调查法,调查了UNESCO、IFLA、ACRL等机构对信息素养概念的最新定义与要求;以笔者在爱课程网开设的“信息检索”MOOC为案例,分析了世界范围的MOOC平台中与信息素养有关的课程,以佐证作者的观点。研究表明,信息素养的概念和内容正在泛化,现已包括了媒介与信息素养、视觉素养、数据素养等内容。在MOOC背景下,信息素养教育的内容应有所调整,呈现出宽泛化、定制化、碎片化的特征;教学方式也宜有所创新,体现出合作化、混合式、游戏化、趣味化的特征。此外,在信息素养教育中教学资源、教师能力、学生素质也应有相应的变革。
문장채용문헌조사법、실증연구법화망락조사법,조사료UNESCO、IFLA、ACRL등궤구대신식소양개념적최신정의여요구;이필자재애과정망개설적“신식검색”MOOC위안례,분석료세계범위적MOOC평태중여신식소양유관적과정,이좌증작자적관점。연구표명,신식소양적개념화내용정재범화,현이포괄료매개여신식소양、시각소양、수거소양등내용。재MOOC배경하,신식소양교육적내용응유소조정,정현출관범화、정제화、쇄편화적특정;교학방식야의유소창신,체현출합작화、혼합식、유희화、취미화적특정。차외,재신식소양교육중교학자원、교사능력、학생소질야응유상응적변혁。
This paper uses literature survey, empirical approach and web survey methods, investigates the latest definitions of and requirements for information literacy which put forward by UNESCO, IFLA, ACRL and other organizations. We analyse a particular case which is ＂information retrieval＂ MOOC set up on iCourses platform by the author, as well as finally presenting analysis on courses on world-wide MOOC platforms in connection with information literacy to support the author＇s opinions. Research shows that information literacy is becoming more and more widen as for its concept and content. At present, the information literacy has integrated content including but not limited to media and information literacy, visual literacy and data literacy. In the context of MOOC, the information literacy instruction should be aligned accordingly in its content, to demonstrate a broad, customized and fragmented feature, and so is the teaching approach which should be characterized in cooperation, composition, gamification and interest. Moreover, teaching resources, teachers＇ capability and students＇ literacy should also undergo reform accordingly in the information literacy instruction.