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目前在线信息素质教育成为我国信息素质教育新的研究内容,正逐渐受到研究者的重视。从在线信息素质教育的研究方式、实践研究和体系建设研究等方面对我国在线信息素质教育研究现状进行综述,并对在线信息素质教育研究中存在的问题和今后的研究方向进行了一些思考。 相似文献
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随着Web2.0技术在图书馆的应用,在线信息素质教育已逐渐成为高校图书馆开展读者信息素质教育的主要形式.本文从在线信息素质教育采用的方式、内容、媒体形式等五个方面,对天津市18所高校图书馆在线信息素质教育进行网上调查,通过分析在线信息素质教育的现状和存在的问题,提出改进天津市高校图书馆在线信息素质教育的策略. 相似文献
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山东高校图书馆在线信息素质教育现状分析 总被引：1，自引：0，他引：1
本文通过对山东省50所高校图书馆在线信息素质教育形式、内容、媒体形式、开放程度、组织结构等进行问卷调查和网上调查,分析了山东高校图书馆在线信息素质教育的现状和存在的问题,并提出在线信息素质教育的建议。 相似文献
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我国"211工程"百所高校在线信息素质教育的调查与分析 总被引：8，自引：0，他引：8
随着数字信息环境的形成，在线信息素质教育逐渐成为图书馆用户教育的主要形式。通过对我国“211工程”高校在线信息素质教育形式、内容、媒体形式、开放程度、组织结构等进行问卷调查和网上调查，分析了当前我国“211工程”高校在线信息素质教育的现状和存在的问题，提出了改进我国高校在线信息素质教育的策略。 相似文献
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高校图书馆读者在线信息素质教育的探讨与实践 总被引：1，自引：1，他引：0
高校图书馆是高等学校开展信息素质教育的主要阵地,而读者在线信息素质教育则是开展信息素质教育的良好平台.通过读者在线信息教育,可以培养和提高读者的信息意识和获取、评价与利用信息的能力,提高读者的信息素质.论述了高校图书馆开展读者在线信息素质教育的必要性,阐述了高校图书馆开展读者在线信息素质教育的优势,分析了高校图书馆开展读者在线信息素质教育中存在的问题,提出了高校图书馆开展读者在线信息素质教育应采取的措施. 相似文献
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我国农业院校图书馆在线信息素质教育的调查与分析 总被引：1，自引：0，他引：1
随着数字信息环境的形成,在线信息素质教育逐渐成为图书馆用户教育的主要形式。对全国农业院校图书馆在线信息素质教育的形式、内容、开放程度进行了网上调查．分析了当前我国农业院校图书馆在线信息素质教育的现状和存在的问题,提出了改进我国农业院校图书馆在线信息素质教育的策略。 相似文献
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中美大学图书馆在线信息素质教育比较研究 总被引：4，自引：0，他引：4
文章通过对中美大学图书馆在线信息素质教育现状的对比分析,指出了我国在线信息素质教育存在的问题,提出了改进、加强我国大学图书馆在线信息素质教育的几点建议. 相似文献
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通过对江苏省126所高校图书馆在线信息素质教育内容、形式、个性化服务等内容进行的网上调查,阐述了国内高校图书馆在线信息素质教育的现状、特点和存在的问题,并提出了改进在线信息素质教育的3点具体建议:健全标准、建设独立模块;教育理念由资源中心向用户导向转变;线上线下有机结合,精心培育用户需求。 相似文献
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论高校图书馆在线信息素质教育 总被引：6，自引：1，他引：6
随着网络技术的发展，在线信息素质教育近渐成为高校图书馆用户教育的主要形式。阐述了在线信息素质教育的概念、内容特点以及国内外的现状，针对我国存在的问题提出了一些建议。 相似文献
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图书馆员与学科教师合作实践——美国的经验与启示 总被引：14，自引：0，他引：14
通过考察美国大学信息素质教育历程，探讨其图书馆员与学科教师合作的形成和发展，并以两所大学为例，探讨合作理念和实践，期望对我国信息素质教育有所启迪与借鉴。 相似文献
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在广泛调研国内外高校图书馆在线信息素养教育内容和形式的基础上,分析了我国高校信息素质教育目前存在的一些问题,提出构建集成化、开放式的图书馆"在线信息素养课程"建议,并从教学内容的整体构架、教学模式、模块内容、学习效果测试和反馈方面展开探讨. 相似文献
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This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses. 相似文献
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This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses. 相似文献
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Mona Florea 《图书馆管理杂志》2013,53(3-4):411-430
ABSTRACT Librarians, as service providers, are always looking for innovative ways of using technology for designing and improving information systems that allow teaching and building of information literacy skills. Online learning and teaching tools offer teacher librarians undreamed of opportunities to enhance face-to-face information literacy instruction. This paper describes the librarian's research, discoveries, and experience with using WebCT Campus Edition and Vista, ePortfolios, and Wikis to deliver online information literacy instruction as part of fully-online, Web-enhanced, or hybrid courses. Models of librarian/faculty partnership and collaboration are also illustrated. 相似文献
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Judy Li 《Journal of Library & Information Services in Distance Learning》2014,8(1-2):56-66
Academic distance learning programs have gained popularity and added to the demand for online library services. Librarians are now conducting instruction for distance learning students beyond their traditional work. Technology advancements have enhanced the delivery mode in distance learning across academic disciplines. Online conference tools originally designed for commercial use are now Web-based conferencing tools allowing librarians to be innovative in their service delivery, disregarding proximity barriers. This article talks about selection criteria and important features to consider when selecting e-learning instruction software. Suggestions of some free Web-based conferencing tools are provided. 相似文献
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Online instruction is a hot topic at academic medical centers. Seizing the opportunity to join the online movement at the University of Nebraska Medical Center (UNMC), the McGoogan Library created an open access course made up of six learning modules. The modules addressed three issues: 1) supplementing one-shot library instruction, 2) offering opportunity for instruction when a librarian is not embedded in a course, and 3) showcasing the library as an online instruction supporter. This article discusses the planning process, technology used, how the modules were received, and how this initial project increased McGoogan Library's involvement in the UNMC online movement. 相似文献
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在线信息素质教育是信息素质教育的发展趋势。笔者通过SWOT方法进行分析得出利用blackboard网络教学平台进行在线信息素质教育优势与劣势兼有、机遇与挑战并存,从而为高校今后开展在线信息素质教育提供参考。 相似文献