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台港澳地区在线信息素质教育对处在初步发展阶段的我国大陆地区在线信息素质教育的开展具有重要借鉴意义。文章在调查台港澳地区知名高校的在线信息素质教育平台的基础上，着重对其教育类型和主要特点进行了分析，以此来说明台港澳地区在线信息素质教育的现状。最后结合我国大陆的具体情况及台港澳地区的先进经验，对我国如何有效地开发在线信息素质教育平台，普及信息素质教育提出几点建议。 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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基于Blackboard的在线信息素质教育平台的完善 总被引：3，自引：1，他引：3
在线信息素质教育是信息素质教育的发展趋势之一。文章结合利用Blackboard建立在线信息素质教育平台的教学实践，从丰富平台的内容、拓展平台的交流功能、增强平台的友好性、加强教学过程的管理以及开展更广泛的合作与交流等方面提出了完善在线信息素质教育平台的建议。 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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美国前20所大学图书馆在线信息素质教育的调查与分析 总被引：25，自引：0，他引：25
文章在对20所美国大学图书馆调查的基础上，总结出美国大学图书馆在线信息素质教育的四大特点，并针对建立与完善我国高校图书馆在线信息素质教育提出了一些建议。 相似文献
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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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在线信息素质教育是目前高校图书馆读者信息素质教育的主要形式之一.论述了我国高校图书馆开展在线信息素质教育的必要性,指出了目前高校图书馆开展在线信息素质教育中存在的问题,对进一步开展此项工作提出了一些建议. 相似文献
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本文阐述了在线信息素质教育的特点,调查分析了2009年中国大学排行榜中前10所大学图书馆开展在线信息素质教育的现状,提出了完善我国高校图书馆在线信息素质教育的几点措施。 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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美国和香港地区开展在线信息素质教育的情况分析和启示 总被引：29，自引：0，他引：29
在对美国和香港地区开展在线信息素质教育的调研基础上总结了其主要类型和主要特点，并结合国内大陆大学图书馆在此方面的实施情况提出了几点建议。 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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Annis Lee Adams 《Public Services Quarterly》2020,16(3):172-178
AbstractBecause of the global COVID-19 pandemic during the spring of 2020, colleges and universities found themselves rapidly moving all courses to online modalities, a format that many instructors were not experienced in or comfortable with. Academic librarians were called upon to help support faculty in this sudden transition, as well as migrating their own library services and instruction online. For many, it felt like a mad scramble to find best practices for online teaching, or even just “good-enough” practices, as well as specific tools that instructional faculty and librarians could utilize to keep their students engaged and learning during such a trying time. At the time of this writing, some universities have announced that they will continue to hold most, if not all, courses online in the fall 2020 term. Resources to support online teaching are critical now, and they will continue to be important going forward even after the global pandemic subsides. The reviews in this column cover a variety of online instructional tools and instructional support sites. The resources reviewed range from providing best practices for online pedagogy, creating engaging formative assessment tools, developing video discussion boards, creating interactive images, using virtual bulletin boards for student collaboration, and ensuring online content meets accessibility requirements. These resources will be useful for librarians and instructional faculty as they continue to teach in the online environment. 相似文献
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《Library & information science research》2022,44(2):101151
Community colleges offer a unique context in higher education and yet specific guidance on implementing the ACRL Framework in community colleges is lacking. Semi-structured interviews with 30 community college librarians who had instruction duties explored the state of the implementation of the Framework in community colleges and the effect of the recent pandemic on information literacy instruction (ILI). The Framework is most lauded for its effect on the design and delivery of instruction, but its components mainly underpin ILI rather than being explicitly taught. The pandemic limited one-shot information literacy instruction but opened up opportunities for embedding librarianship in online courses. The value of this study lies in the potential for identifying opportunities for improving ILI in community colleges, based on a better understanding of librarians' attitudes and experiences of their instructional roles. Community college librarians with responsibility for ILI can be more fully supported when their instructional challenges are better understood. 相似文献
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Leslee B. Shell Jennifer Duvernay Ann Dutton Ewbank Phil Konomos Allison Leaming Ginny Sylvester 《图书馆管理杂志》2013,53(7-8):951-971
ABSTRACT Acknowledging Arizona State University's (ASU) long-term goal of 100,000 students in online degree programs and recognizing the 8 new 100% online undergraduate programs slated to come online in 2010, ASU Libraries is planning for the continued integration and relevance of the library to online students and programs. During the summer and fall of 2009, the ASU Libraries Task Force for Online and Extended Education met to develop the elements of a Comprehensive Plan for Library Support of Online Programs. The plan includes: (1) guiding principles for library support of online and extended education; (2) a needs assessment and environmental scan; and (3) a sustainable and scalable plan for library support of the online programs. This article discusses the process of developing the comprehensive plan. 相似文献
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网上社区信息服务是公共图书馆一种创新服务模式。在分析公共图书馆网上社区信息服务内容的基础上,探讨了我国公共图书馆开展网上社区信息服务的优势,并提出了开展网上社区信息服务的措施。 相似文献
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论网络学术对传统学术信息交流的影响 总被引：1，自引：0，他引：1
赵玉冬 《图书馆工作与研究》2011,(3)
与传统学术交流相比,网络学术独具优势.它丰富了学术信息交流的内容和形式,拓展了学术信息交流的空间,促进了学术研究的大众化进程,对学术思想和学术研究的重要性日益突出. 相似文献