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[目的 /意义]美国ACRL颁布《高等教育信息素养框架》,采用来自教育学的阈限概念理论与方法,构建新媒体环境下的信息素养教育。由于对阈限概念思维模式和教学方式的陌生感,阻碍了信息素养教育者对《框架》的深度认知。[方法 /过程]针对上述问题,应开展以下工作:1阐述阈限概念的本意;2阐明阈限概念方法的操作原理;3勾稽信息素养教育引入阈限概念的背景;4分析《框架》阈限概念的实质含义和具体运用。[结果/结论]掌握《框架》阈限概念可以改变学习者的思维境界,对《框架》阈限概念思维的理解可以改变传统信息素养教育的教学模式。
[Purpose / Significance] The United States ACRL promulgated the “Framework of Information Literacy for Higher Education”, adopting the threshold concept theory and methodology from pedagogy to construct information literacy education in a new media environment. Due to the alienation of the concept of the threshold of the concept of thinking and teaching methods, hinder the information literacy educators’ deep understanding of the ’framework’. [Method / Process] In response to the above problems, we should carry out the following work: 1. Describe the intent of the threshold concept; 2. Explain the operating principle of the threshold concept method; 3. Introduce the background of the threshold concept in information literacy education; The essence of the concept of limited and specific use. [Result / Conclusion] Grasping the “Threshold” concept of “framework” can change learners’ thinking realm. Understanding the threshold concept of “framework” can change the teaching mode of traditional information literacy education.