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论文编号：	11941
作者编号：	1120160836
上传时间：	2020/9/15 9:39:27
中文题目：	我国信息素养课教学实践及其对学生个人信息世界的影响研究 ——基于实践理论视角
英文题目：	The Impact of Information Literacy Courses on Students’ Individual Information World—From Practice theory Perspective
指导老师：	于良芝
中文关键字：	信息素养；实践理论；信息获取；信息素养课程
英文关键字：	information literacy；practice theory；information access；　　information retrieval courses
中文摘要：	信息素养是图书馆情报学重要的研究领域。自上个世纪70年代信息素养概念提出之日起到本世纪初，图书馆情报学领域已经出现了大量的信息素养相关文献。在不同理论的引导下，信息素养学者对最初的信息素养概念进行了各种修正，提出了很多不同的信息素养定义，如以认知建构主义为基础的技能导向定义、以现象图析学为基础的体验导向定义、以批判理论为基础的批判导向定义，以实践理论为基础的实践导向定义。不同定义都将信息素养视为个体适应社会和终生学习的前提，但从已有的信息素养教育效果来看，信息素养教学虽然有助于学生获得利用图书馆资源以及完成论文写作的技能，但很少有研究考察信息素养教育是否真的将学生培养成了终生学习者，更少见研究考察信息素养教育是否有助于信息主体成长为信息富裕者。信息不平等研究中，信息富裕者被理解为能够从信息资源中获得信息效用，并且能够利用信息辅助个人发展、解决问题、支持决策及终生学习的人群。当代社会，由于信息环境、信息技术和信息媒介的快速变化，正规教育中的信息素养课程如果仅停留于技能传授而不考虑信息富裕主体的培养，其效用难免随着信息环境等因素的变化而衰退。本研究试图结合信息不平等领域和信息素养领域的研究，分析信息素养教育对信息主体更深层次的影响。具体说来，就是在超越信息技能的层面上，考察信息素养教育对学生个人信息世界的影响。 个人信息世界是信息主体在实践中所形成的、稳定的信息活动范围。因此，从实践视角分析信息素养课程及其对学生的个人信息世界的影响，成为本研究的目标。本研究对天津市6所高校的信息素养课程进行了调研，共计参与观察信息素养课堂76课时，访谈任课老师及负责信息素养课程的领导人员共计21名；访谈信息素养课程的学生共计16名。依据实践理论、个人信息世界概念，对收集数据进行了理论与开放编码相结合的分析。 研究发现，信息素养教学实践是围绕数据库检索技能的教学实践活动，其课程内容包括概念性与操作性知识、事实性信息、经验性认识与管制性信息，其中，概念性与操作性知识是核心；从对学生认识层次的指导来看，课程内容主要集中在对学生记忆层面的影响；隐含在课程内容和作业及考试安排中的，是信息素养课程实践对数据库资源使用情境的假定，即假定数据库的使用主要为了专业学习和学术活动，这一前提假定使得信息素养教师很少引导学生从其他使用情境思考信息的获取与利用。信息素养课程教学实践通过对学生数据库使用情境认识的塑造和限制学生对课程内容的反思，使得学生在信息资产积累方面，很难真正将数据库资源作为外部资源，除非专业学习及学术活动向他们提出了明确的任务要求。 从被调查学生积累的信息资产、基础信息源和信息活动类别来看，被访学生在增长见识方面，能够自行使用专业书籍、网络学习资源作为外部资源，学生并不缺乏阅读数据库资源的能力，但是，只有少部分学生能够将数据库资源纳入其基础信息源，即常规性地加以利用的信息源。 从信息素养课程对学生的信息资产、基础信息源和信息活动的影响来看，信息素养课程作为一类教学实践，主要影响学生对可及信息源的了解，但由于不能引导学生产生关于实际应用、发现问题等方面的信息资产的积累，因此，无法促使学生目的性信息活动的产生；学生在专业课程的要求下会使用数据库资源，而在自主学习中，则更倾向使用互联网资源和专业书籍。从总体上看，信息素养课程作为一类传递信息获取和利用知识的课程，不能显著扩展学生的信息活动范围，因此，帮助学生将数据库资源纳入其基础信息源应作为信息素养教育反思和改革的参考。
英文摘要：	Information literacy is an important field of LIS. Back to 1970s, the concept of information literacy was put forward, then libraries institutions took apart in this field. This century, there have been so many papers about information literacy. And based on different theories, different perspectives of information literacy have been generated, like the skills perspective based on cognitive construct learning theory, the experience perspective based on phenomenography, the practice perspective based on practice theory. Information literacy has been regarded as the essential character for being life-long learners and fitting into the society. The current evaluation research of information literacy education has been proven that the courses are benefit for students’ ability of using library resource, data base, working on papers. While there has been very few researches considered whether theses courses are benefit for being life-long learners, there have been many researches which have found that the skills learned from school could not transfer to the work situation smoothly. In contemporary society, due to the rapid change of information environment, information technology and information media, if the information literacy courses in school education only stay on teaching skills without considering the cultivation of information rich subjects, its utility will inevitably decline with the change of information environment and other factors.In information inequality research, the information rich is the people who could take advantage of different kinds of information resource, get information utility, support individual development, solve problems and make decision, which is corresponding with the life-long learner, so this research analyzes how the information literacy education impacts on students from the information inequality perspective. Based on practice theories, the social practice could been the research object. Information subject could form a stable space in the social practice, which is descripted by individual information world. This research analyzes the information individual information world from them. There have 6 universities in Tianjin been investigated, and the number of participant observation of the courses is 76 classes, and the number of the interviewed teachers and the leaders of the courses is 21, and the number of interviewed students is 16, using inductive and deductive analysis throught these data. Information literacy course practice is a kind of teaching dataset retrieval skills education practice, the course content including concept knowledge, operation knowledge, fact information, empirical knowledge and rule information, and the concept knowledge and operation knowledge is the core. From the impact on the cognitive level of students, the course content focuses on the memory; and there is an assumption that the database using is mainly for major learning and research. Information literacy courses mould students’ this cognition and prevent student thinking about it further, which making the database hard to be students’ objective resource. The investigated students could use major book/Internet learning resource to improve themselves, which means students are not poor in reading the professional content, but only small part of the students could use the database for this way. As a kind of education practice, the courses could impact on students’ cognition, then impact on students’ behavior. Information literacy course impact how the students to use the database by assumupting that this resource is mainly for major study and research work, then the students could not realize another using situation. Operation skills depend on memory, so students might lose them by not using them continually. It is necessary for tearchers to guide students using database permanently, and from this point to reflect and reform the information literacy courses.
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