| 信息素养教育研究述评 |
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| 引用本文： | 张洪洋.信息素养教育研究述评[J].山西师大学报,2005,32(5):135-139. |
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| 作者姓名： | 张洪洋 |
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| 作者单位： | 山西师范大学课程与教学研究所 山西临汾041004 |
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| 基金项目： | 山西省教育科学规划课题(GH-03198) |
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| 摘 要： | 信息素养是建构在知识背景之上并能够充分掌握信息的检索、筛选、存储、传输、加工和利用等多种能力的总和,其内涵的丰富性和教育的重要性已引起了世界各国专家和学者的普遍关注。世界各国在信息素养教育过程中主要采用以下三种策略和途径:通过建立信息素养标准以促进信息素养教育的规范化;开发信息素养课程并实施信息素养认证;通过信息技术和课程的整合有效促进信息素养教育的实施。
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| 关 键 词： | 信息素养 信息素养教育 内涵 策略 |
| 文章编号： | 1001-5957(2005)05-0135-05 |
| 收稿时间： | 2005-05-13 |
| 修稿时间： | 2005年5月13日 |
A Review of the Researches on Information Literacy |
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| Zhang HongYang.A Review of the Researches on Information Literacy[J].Journal of Shanxi Teachers University,2005,32(5):135-139. |
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| Authors: | Zhang HongYang |
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| Abstract: | The information literacy is the combination of such capacities based on knowledge contexts as retrieval, choice, storage, transmission, application of information, and has been paid more attention to by more and more researchers all over the world due to its abundant educational implications and functions. Three major strategies in the information literacy education have been adopted as follows: first, designing information literacy standards in order to promote the standardization of information literacy education; second, developing information literacy curriculum and rating certification of information literacy; third, integrating information technology into subject curricula. |
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| Keywords: | information literacy information literacy education implication strategy |
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