美国高等教育信息素养能力标准（二）
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标准三：有信息素养的学生评估信息和它的出处，然后把挑选的信息融合到他（她）们的知识库和价值体系。
Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
表现指标：（Performance Indicators）
一、有信息素养的学生从收集到的信息中总结要点。成果包括：
1. 阅读原文，汲取要点。
2. 用他（她）们自己的语言重述原文思想，然后准确挑选数据。
3. 确定适合于引用的文字。
1.The information literate student summarizes the main ideas to be extracted from the information gathered.
Outcomes Include:
a.Reads the text and selects main ideas
b.Restates textual concepts in his/her own words and selects data accurately
c.Identifies verbatim material that can be then appropriately quoted
二、有信息素养的学生清晰表达并运用初步的标准来评估信息和它的出处。成果包括：
1．检查和对比来自不同出处的信息旨在评估信息的可靠性、准确性、正确性、权威性、时间性、观点或偏见。
2．分析论点或论证方法的结构和逻辑。
3．找出偏见，欺诈和篡改。
4．找出信息产生时的文化的、物质的或其它背景信息，并认识到上下文对诠释信息的影响。
2.The information literate student articulates and applies initial criteria for evaluating both the information and its sources.
a.Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias
b.Analyzes the structure and logic of supporting arguments or methods
c.Recognizes prejudice, deception, or manipulation
d.Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information
三、有信息素养的学生综合主要思想来构建新概念。成果包括：
1．认识到概念之间的相关性，初步把它们组合成有论据支持的语句。
2．如果可能，扩展初步分析，在更高抽象层次上建立新的假设。新的假设可能需要更多的信息。
3．运用计算机和其它技术（例如电子表格、 数据库、多媒体和声像设备）来研究新概念和其它现象的相互作用。
3.The information literate student synthesizes main ideas to construct new concepts.
a.Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence
b.Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information
c.Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena
四、有信息素养的学生，通过对比新旧知识来判断信息是否增值,或是否前后矛盾，是否独具特色。成果包括：
1．确定信息是否满足研究或其它信息需要。
2．运用有意识地选择的标准来决定信息是否抵触或证实来自其它出处的信息。
3．在总结所收集的信息的基础上得出结论。
4．运用适合学科的方法（例如模拟器和实验）来检验现有的理论。
5．通过质疑数据来源，信息收集工具和策略的不足以及结论的合理性决定大概的准确度。
6．把以前的信息和知识和新信息融合起来。
7．选择可以为主题提供论据的信息。
4.The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
a.Determines whether information satisfies the research or other information need
b.Uses consciously selected criteria to determine whether the infor-mation contradicts or verifies information used from other sources
c.Draws conclusions based upon information gathered
d.Tests theories with discipline-appropriate techniques (e.g., simula-tors, experiments)
e.Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions
f.Integrates new information with previous information or knowledge
g.Selects information that provides evidence for the topic
五、有信息素养的学生决定新的知识对个人的价值体系是否有影响，并采取措施消除分歧。成果包括：
1．研究在文献中遇到的不同观点。
2．决定是否接受或摒弃新的观点。
5.The information literate student determines whether the new knowl-edge has an impact on the individual’s value system and takes steps to reconcile differences.
a.Investigates differing viewpoints encountered in the literature
b.Determines whether to incorporate or reject viewpoints encountered
六、有信息素养的学生通过与其他人、学科专家和＼或行家的讨论来验证对信息的诠释和理解。成果包括：
1．参与课堂和其它讨论。
2．参与以鼓励有关课程的主题讨论为目的的电子论坛(例如电子邮件、电子公告、聊天室 )。
3．通过多种机制（例如采访、电子邮件、电子邮件清单）征求专家意见。
6.The information literate student validates understanding and inter-pretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
a.Participates in classroom and other discussions
b.Participates in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g., e-mail, bulletin boards, chat rooms)
c.Seeks expert opinion through a variety of mechanisms (e.g., inter-views, e-mail, listservs)
七、有信息素养的学生决定是否应该修改现有的查询。成果包括：
1．决定信息是否满足原先的需求，还是需要更多的信息。
2．评估搜索策略，适当地融合其它的概念。
3．评估现有的信息检索出处，如果需要可以包括其它信息来源。
7.The information literate student determines whether the initial query should be revised.
a.Determines if original information need has been satisfied or if additional information is needed
b.Reviews search strategy and incorporates additional concepts as necessary
c.Reviews information retrieval sources used and expands to include others as needed
Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
表现指标：（Performance Indicators）
一、有信息素养的学生从收集到的信息中总结要点。成果包括：
1. 阅读原文，汲取要点。
2. 用他（她）们自己的语言重述原文思想，然后准确挑选数据。
3. 确定适合于引用的文字。
1.The information literate student summarizes the main ideas to be extracted from the information gathered.
Outcomes Include:
a.Reads the text and selects main ideas
b.Restates textual concepts in his/her own words and selects data accurately
c.Identifies verbatim material that can be then appropriately quoted
二、有信息素养的学生清晰表达并运用初步的标准来评估信息和它的出处。成果包括：
1．检查和对比来自不同出处的信息旨在评估信息的可靠性、准确性、正确性、权威性、时间性、观点或偏见。
2．分析论点或论证方法的结构和逻辑。
3．找出偏见，欺诈和篡改。
4．找出信息产生时的文化的、物质的或其它背景信息，并认识到上下文对诠释信息的影响。
2.The information literate student articulates and applies initial criteria for evaluating both the information and its sources.
a.Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias
b.Analyzes the structure and logic of supporting arguments or methods
c.Recognizes prejudice, deception, or manipulation
d.Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information
三、有信息素养的学生综合主要思想来构建新概念。成果包括：
1．认识到概念之间的相关性，初步把它们组合成有论据支持的语句。
2．如果可能，扩展初步分析，在更高抽象层次上建立新的假设。新的假设可能需要更多的信息。
3．运用计算机和其它技术（例如电子表格、 数据库、多媒体和声像设备）来研究新概念和其它现象的相互作用。
3.The information literate student synthesizes main ideas to construct new concepts.
a.Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence
b.Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information
c.Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena
四、有信息素养的学生，通过对比新旧知识来判断信息是否增值,或是否前后矛盾，是否独具特色。成果包括：
1．确定信息是否满足研究或其它信息需要。
2．运用有意识地选择的标准来决定信息是否抵触或证实来自其它出处的信息。
3．在总结所收集的信息的基础上得出结论。
4．运用适合学科的方法（例如模拟器和实验）来检验现有的理论。
5．通过质疑数据来源，信息收集工具和策略的不足以及结论的合理性决定大概的准确度。
6．把以前的信息和知识和新信息融合起来。
7．选择可以为主题提供论据的信息。
4.The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
a.Determines whether information satisfies the research or other information need
b.Uses consciously selected criteria to determine whether the infor-mation contradicts or verifies information used from other sources
c.Draws conclusions based upon information gathered
d.Tests theories with discipline-appropriate techniques (e.g., simula-tors, experiments)
e.Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions
f.Integrates new information with previous information or knowledge
g.Selects information that provides evidence for the topic
五、有信息素养的学生决定新的知识对个人的价值体系是否有影响，并采取措施消除分歧。成果包括：
1．研究在文献中遇到的不同观点。
2．决定是否接受或摒弃新的观点。
5.The information literate student determines whether the new knowl-edge has an impact on the individual’s value system and takes steps to reconcile differences.
a.Investigates differing viewpoints encountered in the literature
b.Determines whether to incorporate or reject viewpoints encountered
六、有信息素养的学生通过与其他人、学科专家和＼或行家的讨论来验证对信息的诠释和理解。成果包括：
1．参与课堂和其它讨论。
2．参与以鼓励有关课程的主题讨论为目的的电子论坛(例如电子邮件、电子公告、聊天室 )。
3．通过多种机制（例如采访、电子邮件、电子邮件清单）征求专家意见。
6.The information literate student validates understanding and inter-pretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
a.Participates in classroom and other discussions
b.Participates in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g., e-mail, bulletin boards, chat rooms)
c.Seeks expert opinion through a variety of mechanisms (e.g., inter-views, e-mail, listservs)
七、有信息素养的学生决定是否应该修改现有的查询。成果包括：
1．决定信息是否满足原先的需求，还是需要更多的信息。
2．评估搜索策略，适当地融合其它的概念。
3．评估现有的信息检索出处，如果需要可以包括其它信息来源。
7.The information literate student determines whether the initial query should be revised.
a.Determines if original information need has been satisfied or if additional information is needed
b.Reviews search strategy and incorporates additional concepts as necessary
c.Reviews information retrieval sources used and expands to include others as needed
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作者: 白健
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