美国高等教育信息素养能力标准（一）
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五、标准的使用（Use of the Standards）
《美国高等教育信息素养能力标准》为评估信息素养提供了一个框架。它延伸了美国学校图书管理员协会信息素养标准工作组的成果，为高等教育提供了与中小学一样能列出信息素养能力的机会，从而使得各个年级的学生有相应的标准。以下列出的能力标准是教员，图书管理员和其他有关人员确定可以证明学生具有信息素养的指标。学生也会发现能力标准很有用处，因为它为学生提供了一个指导他们决定怎样处理信息的框架。这会促使学生感到培养超认知的学习方法的需要，让他们认识到收集、分析和使用信息所需的明确的行动。所有的学生必须表现出这个标准中描述的能力，但每个人的能力会有高低快慢之分。
Information Literacy Competency Standards for Higher Education provides a framework for assessing the information literate individual. It also extends the work of the American Association of School Librarians Task Force on Information Literacy Standards, thereby providing higher educa-tion an opportunity to articulate its information literacy competencies with those of K-12 so that a continuum of expectations develops for students at all levels. The competencies presented here outline the process by which faculty, librarians and others pinpoint specific indicators that identify a student as information literate. Students also will find the competencies useful, because they provide students with a framework for gaining control over how they interact with information in their environment. It will help to sensitize them to the need to develop a metacognitive approach to learning, making them conscious of the explicit actions required for gathering, analyzing, and using information. All students are expected to demonstrate all of the competencies described in this document, but not everyone will demonstrate them to the same level of proficiency or at the same speed.
另外，一些学科会在这个过程的某些环节强调对某些能力的掌握， 因此在任何衡量机制下一些能力会比别的能力占更多的比重。因为每个标准都要求学生总结经验教训，回到上一步，修改搜索信息的方法，然后重复同样的步骤，许多能力会被多次使用。
Furthermore, some disciplines may place greater emphasis on the mastery of competencies at certain points in the process, and therefore certain compe-tencies would receive greater weight than others in any rubric for measure-ment. Many of the competencies are likely to be performed recursively, in that the reflective and evaluative aspects included within each standard will require the student to return to an earlier point in the process, revise the information-seeking approach, and repeat the same steps.
为了完全实现这些标准，一个机构应首先根据它的宗旨和教学目标决定信息素养会怎样改进学习和提高机构的效果。对教师员工进行培训是促使他们接受这个概念的关键。
To implement the standards fully, an institution should first review its mission and educational goals to determine how information literacy would improve learning and enhance the institution’s effectiveness. To facilitate acceptance of the concept, faculty and staff development is also crucial.
六、信息素养及其评估（Information Literacy and Assessment）
以下的能力中包括五个标准和二十二个表现指标。这些标准侧重于各个水平高等教育学生的需要。这些标准列出一系列的成果来评估学生在培养信息素养上取得的进展。这些成果为教师和图书管理员根据各个机构不同情况制定衡量学生学习方法是提供了指导准则。除了衡量学生基本信息素养，教师和图书管理员应一起拟定适用于不同学科的评估方法和策略，因为在这些领域中信息素养在知识创造、学术活动和出版过程有明显的作用。
In the following competencies, there are five standards and twenty-two performance indicators. The standards focus upon the needs of students in higher education at all levels. The standards also list a range of outcomes for assessing student progress toward information literacy. These outcomes serve as guidelines for faculty, librarians, and others in developing local methods for measuring student learning in the context of an institution’s unique mission. In addition to assessing all students’ basic information literacy skills, faculty and librarians should also work together to develop assessment instruments and strategies in the context of particular disciplines, as information literacy manifests itself in the specific understanding of the knowledge creation, scholarly activity, and publication processes found in those disciplines.
在执行这些标准的过程中，这些机构应认识到不同水平的思考能力是与不同的学习成果相对应的。因此，不同的方法和策略在评估这些成果中起决定性作用。例如，布鲁姆的《教育目标分类学》中的“高级”和“低级”思考能力在这个标准的成果指标中充分体现出来。我们强烈认为对适合于每种成果相关联的思考能力的评估标准应成为一个机构实施计划不可缺少的一部分。
In implementing these standards, institutions need to recognize that different levels of thinking skills are associated with various learning outcomes—and therefore different instruments or methods are essential to assess those outcomes. For example, both “higher order” and “lower order” thinking skills, based on Bloom’s Taxonomy of Educational Objectives, are evident throughout the outcomes detailed in this document. It is strongly suggested that assessment methods appropriate to the thinking skills associ-ated with each outcome be identified as an integral part of the institution’s implementation plan.
例如，以下成果解释了“高级”和“低级”思考能力：
“低级”思考能力：
成果 二.二.2. 找出与所需信息的关键词、同义词和相关词。
“高级”思考能力：
成果 三.三.2. 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。
For example, the following outcomes illustrate “higher order” and “lower order” thinking skills:
“Lower Order” thinking skill:
Outcome 2.2.a. Identifies keywords, synonyms, and related terms for the information needed.
“Higher Order” thinking skill:
Outcome 3.3.b. Extends initial synthesis, when possible, to a higher level of abstraction to construct new hypotheses that may required ad-ditional information.
教师、图书管理员和其他人会发现相互协作讨论评估标准对策划系统的，全面的信息素养教育方案是非常有用的练习。这个评估方案应推广到每个学生，找出需要改进的地方，巩固现有的学习成果。评估方案也应让机构所在的民众了解信息素养对培养高素质的学生和公民的贡献。
Faculty, librarians, and others will find that discussing assessment methods collaboratively is a very productive exercise in planning a systematic, comprehensive information literacy program. This assessment program should reach all students, pinpoint areas for further program development, and consolidate learning goals already achieved. It also should make explicit to the institution’s constituencies how information literacy contributes to producing educated students and citizens.
《美国高等教育信息素养能力标准》为评估信息素养提供了一个框架。它延伸了美国学校图书管理员协会信息素养标准工作组的成果，为高等教育提供了与中小学一样能列出信息素养能力的机会，从而使得各个年级的学生有相应的标准。以下列出的能力标准是教员，图书管理员和其他有关人员确定可以证明学生具有信息素养的指标。学生也会发现能力标准很有用处，因为它为学生提供了一个指导他们决定怎样处理信息的框架。这会促使学生感到培养超认知的学习方法的需要，让他们认识到收集、分析和使用信息所需的明确的行动。所有的学生必须表现出这个标准中描述的能力，但每个人的能力会有高低快慢之分。
Information Literacy Competency Standards for Higher Education provides a framework for assessing the information literate individual. It also extends the work of the American Association of School Librarians Task Force on Information Literacy Standards, thereby providing higher educa-tion an opportunity to articulate its information literacy competencies with those of K-12 so that a continuum of expectations develops for students at all levels. The competencies presented here outline the process by which faculty, librarians and others pinpoint specific indicators that identify a student as information literate. Students also will find the competencies useful, because they provide students with a framework for gaining control over how they interact with information in their environment. It will help to sensitize them to the need to develop a metacognitive approach to learning, making them conscious of the explicit actions required for gathering, analyzing, and using information. All students are expected to demonstrate all of the competencies described in this document, but not everyone will demonstrate them to the same level of proficiency or at the same speed.
另外，一些学科会在这个过程的某些环节强调对某些能力的掌握， 因此在任何衡量机制下一些能力会比别的能力占更多的比重。因为每个标准都要求学生总结经验教训，回到上一步，修改搜索信息的方法，然后重复同样的步骤，许多能力会被多次使用。
Furthermore, some disciplines may place greater emphasis on the mastery of competencies at certain points in the process, and therefore certain compe-tencies would receive greater weight than others in any rubric for measure-ment. Many of the competencies are likely to be performed recursively, in that the reflective and evaluative aspects included within each standard will require the student to return to an earlier point in the process, revise the information-seeking approach, and repeat the same steps.
为了完全实现这些标准，一个机构应首先根据它的宗旨和教学目标决定信息素养会怎样改进学习和提高机构的效果。对教师员工进行培训是促使他们接受这个概念的关键。
To implement the standards fully, an institution should first review its mission and educational goals to determine how information literacy would improve learning and enhance the institution’s effectiveness. To facilitate acceptance of the concept, faculty and staff development is also crucial.
六、信息素养及其评估（Information Literacy and Assessment）
以下的能力中包括五个标准和二十二个表现指标。这些标准侧重于各个水平高等教育学生的需要。这些标准列出一系列的成果来评估学生在培养信息素养上取得的进展。这些成果为教师和图书管理员根据各个机构不同情况制定衡量学生学习方法是提供了指导准则。除了衡量学生基本信息素养，教师和图书管理员应一起拟定适用于不同学科的评估方法和策略，因为在这些领域中信息素养在知识创造、学术活动和出版过程有明显的作用。
In the following competencies, there are five standards and twenty-two performance indicators. The standards focus upon the needs of students in higher education at all levels. The standards also list a range of outcomes for assessing student progress toward information literacy. These outcomes serve as guidelines for faculty, librarians, and others in developing local methods for measuring student learning in the context of an institution’s unique mission. In addition to assessing all students’ basic information literacy skills, faculty and librarians should also work together to develop assessment instruments and strategies in the context of particular disciplines, as information literacy manifests itself in the specific understanding of the knowledge creation, scholarly activity, and publication processes found in those disciplines.
在执行这些标准的过程中，这些机构应认识到不同水平的思考能力是与不同的学习成果相对应的。因此，不同的方法和策略在评估这些成果中起决定性作用。例如，布鲁姆的《教育目标分类学》中的“高级”和“低级”思考能力在这个标准的成果指标中充分体现出来。我们强烈认为对适合于每种成果相关联的思考能力的评估标准应成为一个机构实施计划不可缺少的一部分。
In implementing these standards, institutions need to recognize that different levels of thinking skills are associated with various learning outcomes—and therefore different instruments or methods are essential to assess those outcomes. For example, both “higher order” and “lower order” thinking skills, based on Bloom’s Taxonomy of Educational Objectives, are evident throughout the outcomes detailed in this document. It is strongly suggested that assessment methods appropriate to the thinking skills associ-ated with each outcome be identified as an integral part of the institution’s implementation plan.
例如，以下成果解释了“高级”和“低级”思考能力：
“低级”思考能力：
成果 二.二.2. 找出与所需信息的关键词、同义词和相关词。
“高级”思考能力：
成果 三.三.2. 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。
For example, the following outcomes illustrate “higher order” and “lower order” thinking skills:
“Lower Order” thinking skill:
Outcome 2.2.a. Identifies keywords, synonyms, and related terms for the information needed.
“Higher Order” thinking skill:
Outcome 3.3.b. Extends initial synthesis, when possible, to a higher level of abstraction to construct new hypotheses that may required ad-ditional information.
教师、图书管理员和其他人会发现相互协作讨论评估标准对策划系统的，全面的信息素养教育方案是非常有用的练习。这个评估方案应推广到每个学生，找出需要改进的地方，巩固现有的学习成果。评估方案也应让机构所在的民众了解信息素养对培养高素质的学生和公民的贡献。
Faculty, librarians, and others will find that discussing assessment methods collaboratively is a very productive exercise in planning a systematic, comprehensive information literacy program. This assessment program should reach all students, pinpoint areas for further program development, and consolidate learning goals already achieved. It also should make explicit to the institution’s constituencies how information literacy contributes to producing educated students and citizens.
作者: 白健
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