Information Literacy
信息素养
Heidi Card
ULS Librarian,
Assistant to the Director on Research & Special Projects
University of Pittsburgh
hrc5@pitt.edu
What is Information Literacy?
什么是信息素养？
A set of skills/abilities
needed to find,
retrieve, analyze, and
use information
发现、检索、分析与利用信
息的技能或能力。
And more. . .
以及更多的相关内容……
 Financial Literacy 金融素养
 Health Literacy 健康素养
 Scientific Literacy 科学素养
 Visual Literacy 视觉素养
 Cultural Literacy 文化素养
Why is Information Literacy Important?
信息素养为什么重要？
 Information literacy is
increasingly important in
the contemporary
environment of rapid
technological change and
proliferating information
resources.
 在科技飞速发展、信息资源激
增的当今时代，信息素养越来
越显示其重要性
The Solution to “Data Smog”
对“信息烟尘”的解决
Who Needs Information Literacy?
谁需要信息素养？
Is IL a Required Course?
信息素养是否是一门必修课程？
Some colleges require a course for undergraduate programs:
某些大学要求将这类课程作为本科专业课程：
Information Literacy Requirements 信息素养的要求
Information literacy is an intellectual framework for identifying, finding,
understanding, evaluating, and using information. The mastery of these
skills is essential for lifelong learning and is the foundation of Duquesne
University’s special trust of seeking truth and disseminating knowledge
within a moral and spiritual context. Courses within the student’s major
will build on the introductory skills learned in the basic Information
Literacy class.
信息素养是一个包含识别、寻找、理解、评价和利用信息的知识框架。掌握这
些技能是终身学习所不可或缺的，也是迪尤肯大学在道德与精神方面追求真理、
传播知识的基础。学生的专业课程将建立在之前的基础性信息素养课堂中所学
到的技能之上。
Charter Oak State College 查特奥克州立学院
How is IL Taught?
如何教授信息素养？






College courses 大学课程
Library courses 图书馆课程
Library workshops 图书馆研讨会
Library tutorials 图书馆指南
Library modules 图书馆模块
Library consultations 图书馆咨询
IL Topics
信息素养内容

Research Strategies

研究策略

Finding Books
学术道德

查找图书



在线查找期刊论文

有效的网络搜索
Internet Evaluation
互联网评价
Finding Periodical
Articles Online
Effective Internet
Searching
Ethics in Research
Using print indexes
使用纸质索引
Current Events
时事
Professional IL Resources
专业信息素养资源
Blogs/Websites
博客/网站
The Big 6 - dedicated to teaching using the Big6 - the most
widely-known and widely-used approach to teaching
information and technology skills
The Big 6-致力于教学使
用的Big6 -最知名和最广泛使用于信息教学和技术技能学习的模式
Connecting Librarian - “connecting new ideas and
technologies”; though not specifically about information
literacy, the concept is a frequently discussed topic 该博客
的标签是：“连接新观点和新技术”，虽然并非信息素养的专门
内容，但经常会讨论到该话题
Information Literacy Round Table (ILRT)
信息素养圆桌会议（ILRT）
Information Literacy Weblog - addresses IL from a global
perspective 信息素养博客-从全球的角度探讨信息素养
Listservs
邮件列表
Information Literacy Instruction
Listserv (ILI-L) 信息素养教育邮件列表，
亦称信息素养教育论坛
ACRL’s College Libraries Section List
(COLLIB-L)
美国大学与研究图书馆协会的高校图书馆组邮
件列表
Organizations
组织
Association of College and Research Libraries
(ACRL) Information Literacy 美国大学与研究图书馆协会
(ACRL)信息素养
 Institute for Information Literacy 信息素养学会
 Instruction Section 培训指导分会
 Professional Activity 专业活动
Library Instruction Round Table (LIRT)
图书馆教学圆桌会议
Library Orientation Exchange (LOEX)
图书馆领域信息交流
National Forum on Information Literacy
信息素养国家论坛
Project Information Literacy
信息素养项目
 A report of preliminary findings and analysis from
student discussion groups held on 7 U.S.
campuses in Fall 2008
2008年秋，美国7所高校学生讨论组的初步调查及分
析报告
 Results suggest that conducting research is
particularly challenging
结果表明，信息素养研究项目尤其具有挑战性
 Students’ greatest challenges are related to their
perceived inability to find desired materials
学生面临的最大挑战均认为是无法找到所需要的资料
Project Information Literacy
信息素养项目
 Students seek “contexts” as part of the research process
学生寻求“相关环境”作为研究过程的一部分
 figuring out how to traverse complex information landscapes may
be the most difficult part of the research process
如何克服复杂的信息环境所带来的障碍可能是研究过程中最困难
的部分
 findings also suggest that students create effective methods for
conducting research by using traditional methods, such as
libraries, and self-taught, creative workarounds, such as
“presearch” and Wikipedia, in different ways.
研究结果还建议，学生开展研究时可以用不同的方式创造出有效
的方法，如传统的到图书馆、自学等方式，也可用创新的解决方
法，如“预搜索”和利用维基百科等
Purpose of Report
报告的目的
 To better understand how early
adults define and conceptualize
the process of research
为了更好的了解年轻人是如何定义
并形成研究过程的概念
 To discover the steps that early
adults take to locate, evaluate,
select, and use resources
required for course-related
research and for everyday
research
发现年轻人在完成与课程相关的研
究和日常研究中的定位查找、评估、
选择和使用资源的步骤和思路
What Frustrates
Students When
They Conduct
Research?
学生在进行研究活
动中，哪些使他们
感到沮丧和受到挫
折？
Students Value Libraries
学生重视图书馆
1. For the library website, which they used, usually off-site, as
gateway to scholarly research databases. 对于图书馆网
站，学生通常使用它的外部链接作为学术研究数据库的入口
2. For librarians as “navigational sources,” which they used
most often used for making sense out of the complex
library system on campus.
图书馆员作为 “导航资源”，
学生利用最多的是通过他们弄清楚校园里复杂的图书馆系统
3. For librarians as “information coaches,” who they used for
refining thesis statements or helping them locate hard-tofind resources (i.e., statistics or government documents).
图书馆员作为“信息教练 ”，学生通过他们精炼论文叙述
或帮助查找很难找到的资源（如，统计数据或政府文件）
Reference Desk
咨询台
IL at ULS
匹兹堡大学图书馆系统中的信息素养
 Mission and
Objectives
使命和目标
 Rubrics 评分指标
 IL Working Group
信息素养工作组
 Assessment 评估
Mission
使命
 Core to the mission of the University Library System
(ULS) is partnering with faculty in each department
and program to foster information literacy through a
variety of educational approaches.
匹兹堡大学图书馆（ULS）信息素养项目的核心使命是与
各院系合作，通过各种教育方法和课程培育学生的信息素
质
 The ULS seeks to ensure that students at the
University of Pittsburgh are equipped to navigate an
increasingly complex information environment.
图书馆旨在确保匹兹堡大学的学生能在日趋复杂的信息环
境中游刃有余、胜任工作
Student Learning Outcomes for
the University of Pittsburgh
匹兹堡大学学生学习成果
 Think critically and analytically 批判性地思考和分析
 Gather and evaluate information effectively and
appropriately
用合适而有效的方式收集和评价信息
 Understand and be able to apply basic, scientific
and quantitative reasoning
理解并能运用基本的、科学的、定量的推理方法
 Communicate clearly and effectively
清晰而有效的交流和表达方式
Student Learning Outcomes for the
University of Pittsburgh
匹兹堡大学学生学习成果
 Use information technology appropriate to their
discipline 选择适用的信息技术应用到学习中
 Exhibit mastery of their discipline 展示其对学科专业
的掌握
 Understand and appreciate diverse cultures (both
locally and internationally) 理解和欣赏不同文化（包
括本地的和国际的）
 Work effectively with others 与其他人有效地合作工作
 Have a sense of self, responsibility to others, and
connectedness to the University
有自我意识，对他
人有责任感，与学校的价值观保持一致性
Middle States Commission on Higher
Education
美国中部各州高等教育委员会
 Several skills, collectively
referred to as “information
literacy,” apply to all disciplines
in an institution’s curricula.
统称为“信息素养”的技能，作为信
息素养课程应用到所有学科中
 These skills relate to a student’s
competency in acquiring and
processing information in the
search for understanding.
这些技能关系到学生获取和处理信息
的能力
Objectives of IL at ULS
匹大图书馆信息素养的目标
To ensure that University of Pittsburgh students will be
capable of: 确保匹兹堡大学的学生具有以下能力：
 Gathering and evaluating information effectively and
appropriately； 有效而又合适的方式收集和评估信息
 Identifying information sources appropriate to their
discipline; 辨识信息来源应用于专业学习中；
 Critically evaluating and incorporating information to
address a specific information need; 批判性的评价和
吸收信息，以满足特定的信息需求；
 Utilize appropriate information technology;
正确地使用信息技术；
 Understand the principle of intellectual property, and
the legal and ethical uses of information.
了解知识产权原理，合法合理的使用信息资源
IL Working Group
信息素养工作组
 Created in Spring 2006 创立于2006年春
 Charged with developing an information literacy
assessment program for the ULS
负责为ULS开发信息素养评估项目
 And developing new ways to market the
information literacy program to faculty and
students 开拓向教师和学生推广信息素养的新途径
 creating online tutorials (and revising existing ones) 创建在线
教程（同时修改现有教程）
 finding new ways to promote information literacy 寻找推广信
息素养的新方法
Rubrics
评分标准
Different forms of IL @ ULS
匹大图书馆不同形式的信息素养教育
 Instruction: structured
classes 课堂培训：系统的
培训课程
 Kiosks: “Help Hub”
自助学习：“帮助中心”
 Individual Consultation
个别咨询
 Tutorials online
网上教程
Amy Knapp Instruction Room
Amy Knapp培训教室
Online Tutorials
在线教程
IL Assessment
信息素养评估
标准化信息素养技能评估
SAILS Results Indicated that students
struggled with:
SAILS评估结果显示，学生正在以下方面努力：
Developing a research strategy 制定研究策略
 Using appropriate information resources
使用正确的信息资源
 Identifying and finding scholarly literature识别
和查找学术文献
 Plagiarism and ethical use of information
反对剽窃，遵循道德规范使用信息

How the ULS is Using SAILS Data
ULS怎样使用SAILS数据
• To identify specific IL gaps of
students
识别学生之间的信息素养差距
• Demonstrate to departments the
specific IL needs of their
students and partner to address
向学生及其伙伴们演示不同专业具有不
同的信息素养需求（个性化）
• Eventually use this base data as
a means of measuring the
impact of IL instruction
最终，用这些基本数据作为评测信息素
养教学的工具和影响因素
Next Steps
下一步
 Need to comprehensively
review the data collected from
the current SAILS testing
需要全面检查目前SAILS系统测
试所收集的数据
 Identify gaps in order to
identify competencies of
current freshman 找出学生之
间差距，以确认新生的学习能力
 Work with other departments
to integrate findings into
curricula 与其他院系教师合作，
将调查结果融入信息素养课程
Outside the Classroom Curriculum
课堂教学外的信息素养教育内容
 Introduction to ULS
匹大图书馆系统介绍
 How to Write &
Communicate Clearly
如何清晰地写作和交流
 Interview Assistance
面试援助
 Managing Information
信息管理
Any Questions?
问题？
谢谢！
謝謝！
References
参考文献
Head, A. J. and Eisenberg, M. B. (2009). Project Information Literacy
Progress Report. The Information School, University of Washington.