Transcript What is “Information Literacy”? 何谓「信息素养」？

Topic 3:
Rethinking Information
Literacy in Higher Education
第三讲：重新思考高等教育信息素养的问题
Dianne Cmor
Hong Kong Baptist University Library
Session Objectives
本节目标

Describe “information
literacy” in terms
relevant to today’s
students, staff &
administrators

用一些与当今学生
、员工及行政人员
相关的术语描述「
信息素养」

Find “spaces” for
information literacy
within your own
organizational context

在自己的组织环境
内为信息素养寻找
「空间」
What is “Information Literacy”?
何谓「信息素养」？
The ability to:
define information needs
appropriately
 access, evaluate, and use
information effectively
 understand the socioeconomic, legal and
ethical issues related to
information

有能力做到:

正确界定信息需求

有效地存取、评估
及运用信息

了解与信息相关的
社会经济、法律及
道德问题
Exercise: What is “Information Literacy”,
really?
研习：何谓「信息素养」，果真如是？
What is “Information Literacy”, really?
研习：何谓「信息素养」，果真如是？
Know when the information
you have is not the information
you need
 Choose when a website might
be better than a book, when a
book is better than a journal
article, when statistics are what
you really need

了解何时你得到的信息并
不是你所需的

决定何时网站比书本更优
胜，何时书本比期刊文献
更优胜，何时统计数字是
你真正需要的

Know the best tools to use for
finding any of the above

认识搜寻上述资料的最佳
工具

Utilize those tools effectively
and efficiently

有时效地运用那些工具

Be able to transfer generic
understanding across search
tools and information sources

有能力变换各项搜寻工具
及信息资源的基本知识

What is “Information Literacy”, really?
研习：何谓「信息素养」，果真如是？

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


Differentiate fact from opinion,
news from propaganda, science
from pseudo-science, etc.
Use an expert to back an
argument effectively
Build an argument against an
expert effectively
Use previous ideas to build
new ones
Find different solutions to a
problem, and choose and apply
one successfully
Manage all of your needed
information, and handle all of
that info-glut






区分事实与观点、消息
与宣传、科学与伪科学
等等
利用专家观点有效地支
持论据
有效地建立与专家观点
相反的论据
运用旧理念建立新思维
给问题找出不同的解决
方法，然后妥善地择一
而用
管理好你需要的信息，
处理好过剩信息
What is “Information Literacy”, really?
研习：何谓「信息素养」，果真如是？

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
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Understand how
people/companies get and
use information about you
Make informed ethical
decisions re: plagiarism, illegal
downloading, and copyright
Understand the roles that
information/knowledge play
in world economics and
politics

了解用户或公司如何取得
并运用贵方信息

在掌握足够信息的基础上
，就抄袭、非法下载及版
权问题作合乎道德的决定

认识信息与知识在全球政
治经济中所起的作用
And then some … and then
some … I’m exhausted …

然后還有……然后還有
……我筋疲力尽了……
Part 1 第一部份
Less Search, More Use!
搜寻少些，运用多些
Beyond Search …
超越检索……
Library search is:
 getting easier
 offering relevance
ranked results
 Becoming more
uniform across
platforms
 heading towards a
unified platform
图书馆檢索:

更趋容易

提供相关性排名
检索结果

跨平台的统一性
增加

朝统一平台方向
发展
…Towards Use (1)
……应用趋势
Information is best used
when:
在下列情况下，信息会得
到最妥善的运用:

Used critically
明智地运用

Used/re-used creatively
有创造性地运用或再用

Used productively
toward some purpose
向着某些目标有成效地

Used to create new
information & new
knowledge
用于创造新信息及新知
运用
识
…Towards Use (2)
……应用趋势
Information is best
used when:
在下列情况下，信息会
得到最妥善的运用:
Used responsibly
& ethically
 Used regularly
 Shared with
others
合符道德且負責任地运

用
定期运用
與他人共享
What is our Role?
我们扮演甚么角色？

We will be needed less and
less to teach students how to
search for information

教学生如何搜寻信息的
需求越来越少

Can/should we be teaching
students how to use
information?

可否/应否继续教学生
如何运用信息?
◦ Yes – in collaboration with
teaching faculty
◦ Yes – we have expertise in
providing a framework for
thinking about information
◦ 是 ─ 与教学部门合作
◦ 是 ─ 我们的专门知识可
提供思维框架
Framework for Information Use (1)
信息运用框架
How information created,
reviewed or not, shared or
not, etc.
 What types of information
are best suited to certain
types of needs
 Ways information can be
used to enrich, support,
oppose, inspire, etc.


信息如何建立、重阅與
否、分享與否等等

甚么形式的信息最适合
某些特定形式的需要

利用信息使人充实、給
人支持、激励或反对他
人的方法
Framework for Information Use (2)
信息运用框架

Current practices for
information management

Issues relating to personal
information
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Issues relating to legal and
ethical use
Role(s) of information in
global development, politics,
economics, etc.

现行的信息管理方法
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与个人信息相关的问题

关乎合法及合乎道德地
运用信息的问题

信息在全球发展、政治
、经济等方面所起的作
用
Part 2: 第二部份
We’ll Stay, All Day!
我们会坚持下去，从早到晚！
Advocating Beyond the Library
到馆外推广图书馆
Must get outside of
your libraries – again
and again and again
 Tell people what you
do
 Listen and learn about
plans, goals, strategic
objectives
 Look for and make
connections at every
opportunity


必须走出图书馆
── 一次、一次、
再一次

告诉人们你做的

听取和学习关于计
划、长远目标及策
略目标的问题

寻找并利用每一机
会建立关系网
Mapping IL onto Institutional Goals
信息素养与机构目标相配合

No one cares about
information literacy
on its own

没人会关心纯粹的
信息素养
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How is student
success defined by
your institution?

贵校如何評定学生
的学习成果？

How can information
literacy support
student success?

信息素养如何支持
学生取得成功？
HKBU Graduate Attributes (condensed)
香港浸会大学毕业生的特质 (浓缩的)
Knowledge of academic
specialty, & broad knowledge
Think critically and creatively
Trilingual and biliterate
Information literacy, IT,
numeracy, problem-solving
Lifelong learners, inquiring
spirit
Responsible, ethical, global
citizens
专门学术知识和广义知识
具明辨性及创建性的思考
两文三语
信息素养、科技信息、 算术、
解决问题
终生学习者、探究精神
负责任、 合符道德、全球公
民
服务、领导和在团队内工作
Serve, lead and work in a
team
Centre for Holistic Teaching and Learning, HKBU,
2010. http://chtl.hkbu.edu.hk/ga/
Underlying IL Concepts
潛在於信息素養的概念
…maintain up-to-date
knowledge
…make judgments about
information
…integrate, synthesize
differing viewpoints
…place own opinions & ideas
in the world of others
…nurture and feed an
inquiring spirit
…apply information skills to
daily problem-solving
…keep aware of global issues,
to act responsibly
…具备最新知识
…对信息作出判断
…结合、综合不同观点
…从他方的角度看自己的
见解及意念
…培养及满足探究精神
…在日常解难过程中运用
信息技巧
…对全球问题保持警觉，
采取负责任的行动
Exercise: What’s your “Hook”?
研习：你如何令用户「愿者上钓」？
Part 3:
第三部份
Our Space, Our Place!
我们的空间，我们的馆舍！
Here,There, Everywhere
无所不在

IL is part of all
disciplines, all learning,
all learning
environments – look
for places to “get it in”
In the curriculum
 In learning places
 In elearning spaces

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信息素养是各种学
科、各类学习、及
各个学习环境的一
部份──寻找可运用
的空间
在课程中
 在学习场所
 在数位学习空间

IL Embedded in Curriculum Reform
信息素养融入课程改革
GenEd
OBTL
& Assessment
HKBU InfoLit
Related GAs
Learner Focus
IL Embedded in Curriculum Reform (2)
信息素养融入课程改革
Final Year
Project
Workshops
Research Methods Courses
Department /
Instructor
Dependent
由学系或导师决定
Discipline-Specific Courses
*********************
Public Speaking
---------------------------------------------------English II
Information Management Technology
REQUIRED
FOR ALL
STUDENTS
所有學生
uLife Library Orientation Workshop
IL Embedded in all Learning Environments
信息素养融入各学习环境
In Courses
In Learning
Spaces
In Cocurricular
Activities
In eLearning
Platforms
IL Embedded in all Learning Environments (2)
信息素养融入各学习环境
Course-integrated workshops &
assignments
embedded in the flow of student
needs/assignments
Learning Events
embedded into the day-to-day life
of our Learning Commons
结合课程的工作坊及习作
融入学生需要或习作的流程中
学习事件
融入学习共享中心的日常活动中
IL Embedded in all Learning Environments (3)
信息素养融入各学习环境
Library Toolkit
embedded within eLearning
platform in every course; able to
customize for each course
(coming soon)
融入每一课程的电子平台；可专
门为每一课程而设（快将推出）
Course Librarian
embedded in eLearning platforms
in forums, blogs, wikis, chat, etc.
融入网上论坛、网志、维基、聊
天室等的电子平台
Exercise: Where’s your Space?
研习：融入何处？
Enhancing Higher Ed with IL –
What’s the Prize?
以信息素养提升高等教育──好處何在？
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Self-directed, lifelong learners
Technologically capable;
transferable skills
Open-minded, questioning,
critical thinkers
Problem-solvers, wisely
informing solutions
Ethical & aware of a range of
information issues
Engaged with peers, community
& the world
. . . and so much more!
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自我导向的终身学习者
具备技术才能及可转换
技能
思想开放、勇于发问、
有明辨思维的思想家
解难者，掌握足够信息
下作出明智决定
有道德、知晓相关信息
问题
投入与同业间的、社区
性及全球性的合作
. . . 数之不尽!