夏红玉,李玉海,胡潜,张强,刘莉

• 1:华中师范大学信息管理学院
• 2:湖北工业大学图书馆

摘要(Abstract)：

从ACRL的《高等教育信息素养能力标准》到《高等教育信息素养框架》代表着信息素养教育实践模式从去情境化的普适技能范式转向到情境化能力的实践范式。文章从信息素养核心要素和认知能力构建的双重维度，对比分析了这两种不同教育模式对培养学习者信息素养的影响，为信息素养的教育实践提供新思路。文章以ILT(Information Literacy Test, ILT)为评估工具，从总分、信息素养核心要素和信息素养认知能力3个角度，对比分析了两种教学方案在培养学习者信息素养知识与技能方面的差异。研究结果表明，两种教学方案都能显著提升学习者的信息素养水平；基于《标准》的教学方案在短期记忆和事实知识获取方面更有效；基于《框架》的教学方案提供了一种以学生为中心的体验，将学习者引入更情境化的信息素养教育体验中，促进了信息素养技能的培养和高阶认知能力的发展。

关键词(KeyWords)： 信息素养;认知能力;教学效果;布鲁姆教育目标分类

Abstract:

Keywords:

基金项目(Foundation): 国家社会科学基金重大项目“新时代我国文献信息资源保障体系重构研究”（项目编号：19ZDA345）的研究成果之一

作者(Author): 夏红玉,李玉海,胡潜,张强,刘莉

DOI: 10.16603/j.issn1002-1027.2023.04.010

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