美国高等教育信息素养能力标准（一）
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三、信息素养和高等教育（Information Literacy and Higher Education）
培养毕生的学习习惯是高等教育的主要目标。通过培养个人推理和批判的能力，通过帮助他们建立学习方法的框架，高等院校为他们将来在事业上继续发展，做有知识的公民和社区成员奠定基础。信息素养是毕生学习的重要组成部分。信息素养能力把学习延伸到课堂之外，在个人开始实习，接受第一个职位，在生活中担负更多的责任的过程中得到练习。由于信息素养提高了学生评价，管理和使用信息的能力，几个地区性和学科性的认证组织把信息素养作为大学生教育的关键成果。
Developing lifelong learners is central to the mission of higher education institutions. By ensuring that individuals have the intellectual abilities of reasoning and critical thinking, and by helping them construct a framework for learning how to learn, colleges and universities provide the foundation for continued growth throughout their careers, as well as in their roles as informed citizens and members of communities. Information literacy is a key component of, and contributor to, lifelong learning. Information literacy competency extends learning beyond formal classroom settings and provides practice with self-directed investigations as individuals move into internships, first profes-sional positions, and increasing responsibilities in all arenas of life. Because information literacy augments students’ competency with evaluating, manag-ing, and using information, it is now considered by several regional and disci-pline-based accreditation associations as a key outcome for college students.
不在传统校园的学生可以通过网络和其他渠道使用信息资源。分布教学技术容许在不同地点和时间的学生和教师之间进行教学。通过远程教育增进信息素养的难处在于培养与在传统校园类似的对信息资源的学习经验。远程教育学生应具有和在校学生同样水平的信息素养。
For students not on traditional campuses, information resources are often available through networks and other channels, and distributed learning technologies permit teaching and learning to occur when the teacher and the student are not in the same place at the same time. The challenge for those promoting information literacy in distance education courses is to develop a comparable range of experiences in learning about information resources as are offered on traditional campuses. Information literacy competencies for distance learning students should be comparable to those for “on campus” students.
把信息素养融合到大学课程、学科与服务和管理中要求教员， 图书管理员和学校领导之间的协作。教员通过讲课和引导讨论创造学习环境。他们也会鼓励学生探索未知世界，指导学生满足信息需要，并且观察学生的进展。大学图书馆员协调智力资源的评估和挑选；整理和维护图书馆馆藏并提供多种信息搜索工具；教授学生和教员信息搜索的技巧。学校领导应为这种协作和所有启动信息素养课程的人员培训和发展创造条件，筹划和维持信息素养课程。
Incorporating information literacy across curricula, in all programs and services, and throughout the administrative life of the university, requires the collaborative efforts of faculty, librarians, and administrators. Through lectures and by leading discussions, faculty establish the context for learning. Faculty also inspire students to explore the unknown, offer guidance on how best to fulfill information needs, and monitor students’ progress. Academic librarians coordinate the evaluation and selection of intellectual resources for programs and services; organize, and maintain collections and many points of access to information; and provide instruction to students and faculty who seek information. Administrators create opportunities for collaboration and staff development among faculty, librarians, and other professionals who initiate information literacy programs, lead in planning and budgeting for those programs, and provide ongoing resources to sustain them.
四、信息素养和教学（Information Literacy and Pedagogy）
波伊尔委员会报告《重整本科生教育》建议了一些策略，可令学生积极“构思一个或一系列问题，积极地研究和有创造性地寻找答案，并具备阐述结果的交流能力。” 在此基础上构造的课程创造了一个以学生为中心的学习环境。在这个环境里，学生不断询问，培养解决问题的能力是重点，判断思维是重要组成部分。这样的学习环境要求学生有信息素养能力。
The Boyer Commission Report, Reinventing Undergraduate Education, recommends strategies that require the student to engage actively in “framing of a significant question or set of questions, the research or cre-ative exploration to find answers, and the communications skills to convey the results...” Courses structured in such a way create student-centered learning environments where inquiry is the norm, problem solving becomes the focus, and thinking critically is part of the process. Such learning environments require information literacy competencies.
有了信息素养学生就会有更多自主学习的机会，因为他们可以利用多样的信息资源来扩充他们的知识，提出好的问题，增强判断思维能以应付进一步的自主学习。认识到信息素养不是附加到课程之上的，而是融入课程的内容、结构和顺序是掌握信息素养能力的基本要求。课程的融合可以增加以学生为中心的教学方法（诸如基于解决问题的学习，基于证据的学习和质询式的学习）的影响。在教员和其他有关人员的指导下，运用基于解决问题的学习方法的学生可以比只通过讲课和课本知识更深层次的思考上课内容。要想完全掌握基于问题的学习方法，学生必须经常使用能够使他们得以熟练使用来自不同地点和格式的信息来源的思考技巧，从而增强他们对学习的责任感。
Gaining skills in information literacy multiplies the opportunities for students’ self-directed learning, as they become engaged in using a wide variety of information sources to expand their knowledge, ask informed questions, and sharpen their critical thinking for still further self-directed learning. Achieving competency in information literacy requires an understanding that this cluster of abilities is not extraneous to the curriculum but is woven into the curricu-lum’s content, structure, and sequence. This curricular integration also affords many possibilities for furthering the influence and impact of such student-cen-tered teaching methods as problem-based learning, evidence-based learning, and inquiry learning. Guided by faculty and others in problem-based approaches, students reason about course content at a deeper level than is possible through the exclusive use of lectures and textbooks. To take fullest advantage of prob-lem-based learning, students must often use thinking skills requiring them to become skilled users of information sources in many locations and formats, thereby increasing their responsibility for their own learning.
个人可以通过很多途径来获得他们要寻求的信息。 第一种途径是利用信息检索系统。这种检索系统可以在图书馆里找到，或是可以在任何地方通过电脑访问的数据库里找到。另一种途径是运用一种合适的研究方法来直接观察现象。例如，医生、考古学家和宇航员经常利用物理实验来检测某种现象的存在。除此之外，数学家、化学家和物理学家经常运用像统计软件或模拟器这样的技术来创造人为的环境用于观察和分析现象之间的作用。在学生的本科和研究生阶段，他们必须多次地查询，评估和管理从不同来源和运用不同学科性的研究方法所收集到的信息。
To obtain the information they seek for their investigations, individuals have many options. One is to utilize an information retrieval system, such as may be found in a library or in databases accessible by computer from any location. Another option is to select an appropriate investigative method for observing phenomena directly. For example, physicians, archae-ologists, and astronomers frequently depend upon physical examination to detect the presence of particular phenomena. In addition, mathematicians, chemists, and physicists often utilize technologies such as statistical soft-ware or simulators to create artificial conditions in which to observe and analyze the interaction of phenomena. As students progress through their undergraduate years and graduate programs, they need to have repeated opportunities for seeking, evaluating, and managing information gathered from multiple sources and discipline-specific research methods.
培养毕生的学习习惯是高等教育的主要目标。通过培养个人推理和批判的能力，通过帮助他们建立学习方法的框架，高等院校为他们将来在事业上继续发展，做有知识的公民和社区成员奠定基础。信息素养是毕生学习的重要组成部分。信息素养能力把学习延伸到课堂之外，在个人开始实习，接受第一个职位，在生活中担负更多的责任的过程中得到练习。由于信息素养提高了学生评价，管理和使用信息的能力，几个地区性和学科性的认证组织把信息素养作为大学生教育的关键成果。
Developing lifelong learners is central to the mission of higher education institutions. By ensuring that individuals have the intellectual abilities of reasoning and critical thinking, and by helping them construct a framework for learning how to learn, colleges and universities provide the foundation for continued growth throughout their careers, as well as in their roles as informed citizens and members of communities. Information literacy is a key component of, and contributor to, lifelong learning. Information literacy competency extends learning beyond formal classroom settings and provides practice with self-directed investigations as individuals move into internships, first profes-sional positions, and increasing responsibilities in all arenas of life. Because information literacy augments students’ competency with evaluating, manag-ing, and using information, it is now considered by several regional and disci-pline-based accreditation associations as a key outcome for college students.
不在传统校园的学生可以通过网络和其他渠道使用信息资源。分布教学技术容许在不同地点和时间的学生和教师之间进行教学。通过远程教育增进信息素养的难处在于培养与在传统校园类似的对信息资源的学习经验。远程教育学生应具有和在校学生同样水平的信息素养。
For students not on traditional campuses, information resources are often available through networks and other channels, and distributed learning technologies permit teaching and learning to occur when the teacher and the student are not in the same place at the same time. The challenge for those promoting information literacy in distance education courses is to develop a comparable range of experiences in learning about information resources as are offered on traditional campuses. Information literacy competencies for distance learning students should be comparable to those for “on campus” students.
把信息素养融合到大学课程、学科与服务和管理中要求教员， 图书管理员和学校领导之间的协作。教员通过讲课和引导讨论创造学习环境。他们也会鼓励学生探索未知世界，指导学生满足信息需要，并且观察学生的进展。大学图书馆员协调智力资源的评估和挑选；整理和维护图书馆馆藏并提供多种信息搜索工具；教授学生和教员信息搜索的技巧。学校领导应为这种协作和所有启动信息素养课程的人员培训和发展创造条件，筹划和维持信息素养课程。
Incorporating information literacy across curricula, in all programs and services, and throughout the administrative life of the university, requires the collaborative efforts of faculty, librarians, and administrators. Through lectures and by leading discussions, faculty establish the context for learning. Faculty also inspire students to explore the unknown, offer guidance on how best to fulfill information needs, and monitor students’ progress. Academic librarians coordinate the evaluation and selection of intellectual resources for programs and services; organize, and maintain collections and many points of access to information; and provide instruction to students and faculty who seek information. Administrators create opportunities for collaboration and staff development among faculty, librarians, and other professionals who initiate information literacy programs, lead in planning and budgeting for those programs, and provide ongoing resources to sustain them.
四、信息素养和教学（Information Literacy and Pedagogy）
波伊尔委员会报告《重整本科生教育》建议了一些策略，可令学生积极“构思一个或一系列问题，积极地研究和有创造性地寻找答案，并具备阐述结果的交流能力。” 在此基础上构造的课程创造了一个以学生为中心的学习环境。在这个环境里，学生不断询问，培养解决问题的能力是重点，判断思维是重要组成部分。这样的学习环境要求学生有信息素养能力。
The Boyer Commission Report, Reinventing Undergraduate Education, recommends strategies that require the student to engage actively in “framing of a significant question or set of questions, the research or cre-ative exploration to find answers, and the communications skills to convey the results...” Courses structured in such a way create student-centered learning environments where inquiry is the norm, problem solving becomes the focus, and thinking critically is part of the process. Such learning environments require information literacy competencies.
有了信息素养学生就会有更多自主学习的机会，因为他们可以利用多样的信息资源来扩充他们的知识，提出好的问题，增强判断思维能以应付进一步的自主学习。认识到信息素养不是附加到课程之上的，而是融入课程的内容、结构和顺序是掌握信息素养能力的基本要求。课程的融合可以增加以学生为中心的教学方法（诸如基于解决问题的学习，基于证据的学习和质询式的学习）的影响。在教员和其他有关人员的指导下，运用基于解决问题的学习方法的学生可以比只通过讲课和课本知识更深层次的思考上课内容。要想完全掌握基于问题的学习方法，学生必须经常使用能够使他们得以熟练使用来自不同地点和格式的信息来源的思考技巧，从而增强他们对学习的责任感。
Gaining skills in information literacy multiplies the opportunities for students’ self-directed learning, as they become engaged in using a wide variety of information sources to expand their knowledge, ask informed questions, and sharpen their critical thinking for still further self-directed learning. Achieving competency in information literacy requires an understanding that this cluster of abilities is not extraneous to the curriculum but is woven into the curricu-lum’s content, structure, and sequence. This curricular integration also affords many possibilities for furthering the influence and impact of such student-cen-tered teaching methods as problem-based learning, evidence-based learning, and inquiry learning. Guided by faculty and others in problem-based approaches, students reason about course content at a deeper level than is possible through the exclusive use of lectures and textbooks. To take fullest advantage of prob-lem-based learning, students must often use thinking skills requiring them to become skilled users of information sources in many locations and formats, thereby increasing their responsibility for their own learning.
个人可以通过很多途径来获得他们要寻求的信息。 第一种途径是利用信息检索系统。这种检索系统可以在图书馆里找到，或是可以在任何地方通过电脑访问的数据库里找到。另一种途径是运用一种合适的研究方法来直接观察现象。例如，医生、考古学家和宇航员经常利用物理实验来检测某种现象的存在。除此之外，数学家、化学家和物理学家经常运用像统计软件或模拟器这样的技术来创造人为的环境用于观察和分析现象之间的作用。在学生的本科和研究生阶段，他们必须多次地查询，评估和管理从不同来源和运用不同学科性的研究方法所收集到的信息。
To obtain the information they seek for their investigations, individuals have many options. One is to utilize an information retrieval system, such as may be found in a library or in databases accessible by computer from any location. Another option is to select an appropriate investigative method for observing phenomena directly. For example, physicians, archae-ologists, and astronomers frequently depend upon physical examination to detect the presence of particular phenomena. In addition, mathematicians, chemists, and physicists often utilize technologies such as statistical soft-ware or simulators to create artificial conditions in which to observe and analyze the interaction of phenomena. As students progress through their undergraduate years and graduate programs, they need to have repeated opportunities for seeking, evaluating, and managing information gathered from multiple sources and discipline-specific research methods.
作者: 白健
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