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Information Literacy Competency Standards for Higher Education

美国图书馆协会（The Association of College and Research Libraries）
美国大学和研究型图书馆协会（A division of the American Library Association）
翻译：白健

最近《关于事实检索的讨论》让我们思考什么才是检索的问题。除了文献检索，是不是还忽略了某些东西？检索知识交流版存在的意义与宗旨又是什么？获得信息能力的培养是否比信息（文献）本身更加重要？

重读《美国高等教育信息素养能力标准》一文，开宗明义，信息素养是指个人“能认识到何时需要信息，和有效地搜索、评估和使用所需信息的能力。”令人豁然开朗。该文内容翔实，表述清楚，思路缜密，是指导我们提高信息素质，提升检索能力不可多得的材料，特此全文转载，希望大家阅读过程中有所裨益。

目录（Index）：
信息素养定义（Information Literacy Defined）
信息素养和信息技术（Information Literacy and Information Technology）
信息素养和高等教育（Information Literacy and Higher Education）
信息素养和教学（Information Literacy and Pedagogy）
标准的使用（Use of the Standards）
信息素养及其评估（Information Literacy and Assessment）
标准，表现指标和成果（Standards, Performance Indicators and Outcomes）
附录一 节选信息素养动态（Appendix I: Selected Information Literacy Initiatives）
信息素养能力标准的撰写人（Developers of the Information Literacy Competency Standards）

相关链接：
你具备信息素质吗？
今天你search了没有？
我的检索感想

一、信息素养定义（Information Literacy Defined）

信息素养是指个人“能认识到何时需要信息，和有效地搜索、评估和使用所需信息的能力。”信息素养在当代科技迅速发展和信息资源极其丰富的环境下变得越来越重要。 由于环境变得愈渐复杂，个人在学习、工作和生活中面临着多样化的，丰富的信息选择。信息可以来自图书馆、社区、行会、媒体和互联网。越来越多的未经过滤的信息的出现使得它们失去了真实性，正确性和可靠性。另外，个人很难理解和评估以图片、声像和文本的形式存在的信息。 信息的不可靠性和不断增加的数量对社会形成威胁。如果缺乏有效利用信息的能力，大量信息本身并不能使大众从中汲取知识。

Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” Information literacy also is increasingly important in the contemporary environment of rapid technological change and proliferating information resources. Because of the escalating complexity of this environment, individuals are faced with diverse, abundant information choices—in their academic studies, in the workplace, and in their personal lives. Information is available through libraries, community resources, special interest organizations, media, and the Internet—and increasingly, information comes to individuals in unfiltered formats, raising questions about its authenticity, validity, and reliability. In addition, information is available through multiple media, including graphical, aural, and textual, and these pose new challenges for individuals in evaluating and understanding it. The uncertain quality and expanding quantity of information pose large challenges for society. The sheer abundance of information will not in itself create a more informed citizenry without a complementary cluster of abilities necessary to use information effectively.

信息素养为一生学习奠定基础。它适用于各个学科、各种学习环境和教育水平。它可以让学习者掌握内容，扩展研究的范围，有更多主动性和自主性。有信息素养的人应能做到以下几点：
☆ 决定所需信息的范围。
☆ 有效地获取所需信息。
☆ 严格评价信息及其相关资源。
☆ 把所选信息融合到个人的知识库中。
☆ 有效运用信息达到特定目的。
☆ 运用信息同时了解所涉及的经济、法律和社会范畴，合法和合理地获得和利用信息。

Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual is able to:
☆ Determine the extent of information needed
☆ Access the needed information effectively and efficiently
☆ Evaluate information and its sources critically
☆ Incorporate selected information into one’s knowledge base
☆ Use information effectively to accomplish a specific purpose
☆ Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally

二、信息素养和信息技术（Information Literacy and Information Technology）

信息素养与运用信息技术的技能有关，但对个人、教育系统和社会而言，却又有着更广的内涵。信息技术的技能使个人通过对电脑、软件、数据库和其他技术的运用，从而实现各种各样学术性的、工作上的或个人的目标。具备信息素养的个人必然需要发展一些信息技术的技能。

Information literacy is related to information technology skills, but has broader implications for the individual, the educational system, and for society. Information technology skills enable an individual to use comput-ers, software applications, databases, and other technologies to achieve a wide variety of academic, work-related, and personal goals. Information literate individuals necessarily develop some technology skills.

信息素养，虽然与信息技术的技能之间表现出显著的重复性，但却与之有区别而且是范围更为广泛的能力。信息技术的技能会越来越多的与信息素养交织并支持它。一份来自1999 年的国家研究院的报告提倡信息技术中的“熟练”的概念并描述了信息素养，计算机素养和更广泛的技术能力之间的几个显著区别。这份报告注解的计算机素养指的是死记硬背具体的硬件和软件的运用，然而“熟练地运用技术”则强调理解技术的基本概念，以及把解决问题和判断思维运用到技术中。这份报告也讨论了信息技术的熟练性和中小学教育及高等教育所理解的信息素养的区别。概括这些区别就是信息素养强调内容、交流、分析、信息搜索和评估；而信息技术的“熟练性”则强调对技术的深入了解从而获得越来越多的应用技能。

Information literacy, while showing significant overlap with information technology skills, is a distinct and broader area of competence. Increasingly, information technology skills are interwoven with, and support, informa-tion literacy. A 1999 report from the National Research Council promotes the concept of “fluency” with information technology and delineates several distinctions useful in understanding relationships among information literacy, computer literacy, and broader technological competence. The report notes that “computer literacy” is concerned with rote learning of specific hardware and software applications, while “fluency with technol-ogy” focuses on understanding the underlying concepts of technology and applying problem-solving and critical thinking to using technology. The report also discusses differences between information technology fluency and information literacy as it is understood in K-12 and higher education. Among these are information literacy’s focus on content, communication, analysis, information searching, and evaluation; whereas information technology “fluency” focuses on a deep understanding of technology and graduated, increasingly skilled use of it.

能够“熟练”地运用信息技术比计算机素养指的死记硬背具体的硬件和软件的运用要求更多的智力，但仍是侧重于技术。从另一方面讲，信息素养是理解、搜索、评估和使用信息的智能框架。虽然这些活动可以部分通过熟练掌握信息技术，部分通过正确的研究方法完成，但最重要的是通过判断思维和推理完成。通过会利用技术而又独立于技术的能力，有信息素养的人启动、维持和延伸毕生的学习。

“Fluency” with information technology may require more intellectual abili-ties than the rote learning of software and hardware associated with “com-puter literacy”, but the focus is still on the technology itself. Information literacy, on the other hand, is an intellectual framework for understanding, finding, evaluating, and using information—activities which may be accom-plished in part by fluency with information technology, in part by sound investigative methods, but most important, through critical discernment and reasoning. Information literacy initiates, sustains, and extends lifelong learning through abilities which may use technologies but are ultimately independent of them.