Information Literacy of College Students in China
1, information acquisition.
Higher education requires college students to have the ability to obtain the information they need. Faced with this situation, many college students, especially those who just went to college, always feel very helpless. Facing the internet, I always can't find the information I need, or I can't find the key points I need when reading the reference materials. When some students are asked to inquire about "the types and characteristics of information-based teaching mode" on the Internet, many students may not answer well enough. For example, I only know keywords or only use the subject catalogue, but I didn't think of keyword search in electronic journals or oranges. Of course, there is another problem, that is, the information queried will not be classified.
2. Use of information.
"Students with information literacy ability can critically evaluate information and its sources, and can combine the selected information with the original knowledge background and evaluation system to achieve the purpose of solving problems." This is the standard of information literacy ability in America. Comparatively speaking, this problem is more serious in China.
3. Information evaluation.
Through evaluation, students can clearly know whether the problem is solved and whether the purpose is achieved. By answering questions such as "Is the information problem solved?" Angry, "Is the information requirement satisfied?" "Have you made a decision?" "Has the situation improved?" "Does the final result meet the initial requirements?" Such problems determine the effectiveness and efficiency of the problem-solving process. It is also in the teaching practice of asking the first-year students of educational technology to inquire about "the types and persistence of information-based teaching mode" on the internet. Many students have finished the inquiry and have considered the support of a certain mode to teaching well. We can see that some new teaching models have been reformed.
American higher education information literacy ability standard
1. Students with information literacy ability can decide the type and degree of false information they need.
(1) Students with information literacy ability can select and connect the required information.
(2) Students with information literacy ability can identify various types and formats of potential information sources.
(3) Students with information literacy ability can consider the costs and benefits of obtaining the required information. .
(4) Students with information literacy ability can reevaluate the characteristics and expansion of information demand.
? 2. Students with information literacy ability can obtain the information they need effectively and efficiently.
(1) Students with information literacy can choose the most suitable query method or retrieval system to obtain the information they need.
(2) Students with information literacy ability can construct and improve effective search strategies.
(3) Students with information literacy can use various methods to retrieve online information or personal information.
(4) Students with information literacy can optimize their search strategies when necessary.
(5) Students with information literacy ability can write abstracts, record and manage information and its sources.
3. Students with information literacy ability can critically evaluate information and its sources, and can combine the selected information with the original knowledge retrospective and evaluation system.
(1) Students with information literacy can summarize the central idea from the collected information.
(2) Students with information literacy ability can connect and use the original standards to evaluate information and its sources.
(3) Students with information literacy ability can summarize the central idea and have new innovative ideas.
(4) Students with information literacy ability can compare old and new knowledge and confirm added value, contradiction or other unique information features.
(5) Students with information literacy ability can judge whether new knowledge has an impact on personal values system and take measures to seek common ground while reserving differences.
(6) Students with information literacy can verify their understanding and interpretation of information by talking with others or experts and practitioners in a certain field.
(7) Students with information literacy ability can decide how to modify the original consultation.
? 4. Students with information literacy, whether individuals or group members, can effectively use information to achieve specific goals.
(1) Students with information literacy can use old and new knowledge to create new plans, new works and new expressions.
(2) Students with information literacy can modify the development program according to the needs of works or forms of expression.
(3) Students with information literacy ability can effectively communicate their works or expressions with others.
5. Standard 5 Students with information literacy can understand the congestion, law, social interaction and other issues brought about by the use of information technology, and can abide by public ethics and laws when obtaining and using information.
(1) Students with information literacy understand the ethical, legal and socio-economic issues related to information and information technology.
(2) Students with information literacy ability abide by laws and regulations, group system, politeness norms and online writing norms related to the acquisition and use of information resources.
(3) Students with information literacy are interested in information sources that can be used for the communication of works or expressions.