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


Describe “information literacy” in terms relevant to today’s students, staff & administrators

Find “spaces” for information literacy within your own organizational context
 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」
 在自己的组织环境
内为信息素养寻找
「空间」

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

really?

What is “Information Literacy”, really?
研习：何谓「信息素养」，果真如是？


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
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
Know the best tools to use for finding any of the above
Utilize those tools effectively and efficiently
Be able to transfer generic understanding across search tools and information sources
 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
 认识搜寻上述资料的最佳
工具
 有时效地运用那些工具
 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？






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

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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？



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

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

Information is best used when:

Used critically

Used/re-used creatively

Used productively toward some purpose

Used to create new information & new knowledge
在下列情况下，信息会得
到最妥善的运用:
 明智地运用
 有创造性地运用或再用
 向着某些目标有成效地
运用
 用于创造新信息及新知
识

Information is best used when:



Used responsibly
& ethically
Used regularly
Shared with others
在下列情况下，信息会
得到最妥善的运用:
 合符道德且負責任地运
用
 定期运用
 與他人共享

我们扮演甚么角色？

We will be needed less and less to teach students how to
search for information

Can/should we be teaching students how to use information?
◦ Yes – in collaboration with teaching faculty
◦ Yes – we have expertise in providing a framework for thinking about information
 教学生如何 搜寻 信息的
需求越来越少
 可否/应否继续教学生
如何 运用 信息?
◦ 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
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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

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Current practices for information management
Issues relating to personal information
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
 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
我们会坚持下去，从早到晚！

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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


No one cares about information literacy on its own

How is student success defined by your institution?

How can information literacy support student success?
 没人会关心纯粹的
信息素养
 贵校如何評定学生
的学习成果？
 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
Serve, lead and work in a team
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
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

研习：你如何令用户「愿者上钓」？

Part 3: 第三部份
我们的空间，我们的馆舍！


IL is part of all disciplines, all learning, all learning environments – look for places to “get it in”
 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

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In the curriculum
In learning places
In elearning spaces
 在课程中
 在学习场所
 在数位学习空间

信息素养融入课程改革
GenEd
OBTL
& Assessment
Learner Focus
HKBU InfoLit
Related GAs

IL Embedded in Curriculum Reform (2)
信息素养融入课程改革
Final Year
Project
Workshops
Research Methods Courses
Discipline-Specific Courses
Public Speaking
----------------------------------------------------
English II
Information Management Technology uLife Library Orientation Workshop
Department /
Instructor
Dependent
由学系或导师决定
*********************
REQUIRED
FOR ALL
STUDENTS
所有學生

IL Embedded in all Learning Environments
信息素养融入各学习环境
In Courses
In Cocurricular
Activities
In Learning
Spaces
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

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 !