美国高等教育信息素养能力标准（一）
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七、标准，表现指标和成果（Standards, Performance Indicators and Outcomes）
标准一：有信息素养的学生有能力决定所需信息的性质和范围。
Standard One: The information literate student determines the nature and extent of the information needed.
表现指标（Performance Indicators）
一、有信息素养的学生定义和描述信息需求。成果包括：
1． 通过与老师交流， 参与课堂讨论、学习小组、网上论坛来确定研究课题和所需信息。
2． 草拟一个主题， 根据信息需求列出相关问题。
3． 通过浏览广泛的信息来源来熟悉课题。
4． 限定或修改信息需求以抓住重点。
5． 确定可以描述信息需求的概念和术语。
6． 认识到现有信息可以结合原有的想法、试验和/或分析来产生新的信息。
1. The information literate student defines and articulates the need for information.
Outcomes Include:
a. Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need
b. Develops a thesis statement and formulates questions based on the information need
c. Explores general information sources to increase familiarity with the topic
d. Defines or modifies the information need to achieve a manageable focus
e. Identifies key concepts and terms that describe the information need
f. Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information
二、有信息素养的学生可以找到多种类型和格式的信息来源。
成果包括：
1. 了解信息是怎样正式或非正式地产生、组织和散布的。
2. 认识到把知识按学科分类可以影响获取的信息方式。
3. 找出以多种格式（例如多媒体、数据库、网页、数据、声像和书籍）存在的潜在资源的价值和不同之处。
4. 找出潜在资源的目的和用户， 例如大众化的或是学术性的，当代的或历史性的。
5. 区分主要来源和次要来源， 并认识到他们在不同学科有不同的用处和重要性。
6. 认识到信息有时要从主要来源的原始数据综合而来。
2. The information literate student identifies a variety of types and formats of potential sources for information.
Outcomes Include:
a. Knows how information is formally and informally produced, organized, and disseminated
b. Recognizes that knowledge can be organized into disciplines that influence the way information is accessed
c. Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/ visual, book)
d. Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical)
e. Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline
f. Realizes that information may need to be constructed with raw data from primary sources
三、有信息素养的学生权衡获取信息的成本和收益。成果包括：
1．决定所需信息是否存在，并根据情况扩大信息搜索范围（例如图书馆际互借，利用其它地方的资源，获得图片、音像和文本）。
2．研究为了搜集所需信息和理解上下文而学习一种新的语言或技巧（例如外语或学科性的）的可行性。
3．拟定一个现实的计划和时间表来获取所需信息。
3. The information literate student considers the costs and benefits of acquiring the needed information.
a. Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound)
b. Considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline-based) in order to gather needed information and to understand its context
c. Defines a realistic overall plan and timeline to acquire the needed information
四、有信息素养的学生重新评估所需信息的性质和范围。成果包括：
1．重新评估所需信息来澄清、修改和改进现有问题。
2．描述用来做信息决策和选择的依据。
4. The information literate student reevaluates the nature and extent of the information need.
a.Reviews the initial information need to clarify, revise, or refine the question
b.Describes criteria used to make information decisions and choices
标准二：有信息素养的学生可以有效地获得需要的信息。
Standard Two: The information literate student accesses needed information effectively and efficiently.
表现指标：（Performance Indicators）
一、有信息素养的学生选择最适合的研究方法或信息检索系统来查找需要的信息。成果包括：
1．确定几种适宜的研究方法（例如实验、模拟和实地调查）。
2．研究不同研究方法的好处和适用性。
3．研究信息检索系统的规模、内容和组织。
4．挑选可以有效从研究方法或信息检索系统获取所需信息的方法。
标准一：有信息素养的学生有能力决定所需信息的性质和范围。
Standard One: The information literate student determines the nature and extent of the information needed.
表现指标（Performance Indicators）
一、有信息素养的学生定义和描述信息需求。成果包括：
1． 通过与老师交流， 参与课堂讨论、学习小组、网上论坛来确定研究课题和所需信息。
2． 草拟一个主题， 根据信息需求列出相关问题。
3． 通过浏览广泛的信息来源来熟悉课题。
4． 限定或修改信息需求以抓住重点。
5． 确定可以描述信息需求的概念和术语。
6． 认识到现有信息可以结合原有的想法、试验和/或分析来产生新的信息。
1. The information literate student defines and articulates the need for information.
Outcomes Include:
a. Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need
b. Develops a thesis statement and formulates questions based on the information need
c. Explores general information sources to increase familiarity with the topic
d. Defines or modifies the information need to achieve a manageable focus
e. Identifies key concepts and terms that describe the information need
f. Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information
二、有信息素养的学生可以找到多种类型和格式的信息来源。
成果包括：
1. 了解信息是怎样正式或非正式地产生、组织和散布的。
2. 认识到把知识按学科分类可以影响获取的信息方式。
3. 找出以多种格式（例如多媒体、数据库、网页、数据、声像和书籍）存在的潜在资源的价值和不同之处。
4. 找出潜在资源的目的和用户， 例如大众化的或是学术性的，当代的或历史性的。
5. 区分主要来源和次要来源， 并认识到他们在不同学科有不同的用处和重要性。
6. 认识到信息有时要从主要来源的原始数据综合而来。
2. The information literate student identifies a variety of types and formats of potential sources for information.
Outcomes Include:
a. Knows how information is formally and informally produced, organized, and disseminated
b. Recognizes that knowledge can be organized into disciplines that influence the way information is accessed
c. Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/ visual, book)
d. Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical)
e. Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline
f. Realizes that information may need to be constructed with raw data from primary sources
三、有信息素养的学生权衡获取信息的成本和收益。成果包括：
1．决定所需信息是否存在，并根据情况扩大信息搜索范围（例如图书馆际互借，利用其它地方的资源，获得图片、音像和文本）。
2．研究为了搜集所需信息和理解上下文而学习一种新的语言或技巧（例如外语或学科性的）的可行性。
3．拟定一个现实的计划和时间表来获取所需信息。
3. The information literate student considers the costs and benefits of acquiring the needed information.
a. Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound)
b. Considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline-based) in order to gather needed information and to understand its context
c. Defines a realistic overall plan and timeline to acquire the needed information
四、有信息素养的学生重新评估所需信息的性质和范围。成果包括：
1．重新评估所需信息来澄清、修改和改进现有问题。
2．描述用来做信息决策和选择的依据。
4. The information literate student reevaluates the nature and extent of the information need.
a.Reviews the initial information need to clarify, revise, or refine the question
b.Describes criteria used to make information decisions and choices
标准二：有信息素养的学生可以有效地获得需要的信息。
Standard Two: The information literate student accesses needed information effectively and efficiently.
表现指标：（Performance Indicators）
一、有信息素养的学生选择最适合的研究方法或信息检索系统来查找需要的信息。成果包括：
1．确定几种适宜的研究方法（例如实验、模拟和实地调查）。
2．研究不同研究方法的好处和适用性。
3．研究信息检索系统的规模、内容和组织。
4．挑选可以有效从研究方法或信息检索系统获取所需信息的方法。
作者: 白健
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