美国中小学信息素养教育实践进展

摘要

This paper uses online survey and analyzes related literatures to investigate the current status of information literacy for schools in the United States. The research covers three aspects: policies and regulations, assessment and implementation methods. Information literacy was started in the U.S. earlier than other countries. A unique school information literacy system is achieved there with five characteristics:(i) an evolving system participated by the government, related associations, libraries and schools;(ii) employing policies and regulations to ensure continuous developments;(iii) focusing on multi-disciplinary collaborations;(iv) acknowledging the importance by aligning with education at all stages;(v) library associations and librarians contributing in the development of information literacy.The author believes that the rich experience and good practice of school information literacy in the United States will provide reference for making scientific and relevant policies, regulations and standards, as well astraining for school librarians in China.%文章利用网络调查法与文献分析法,对美国中小学信息素养教育的现状展开调查,通过梳理其政策法规、评价体系、实施途径三方面的内容后发现,美国中小学信息素养教育开展得较早,且实践成果丰富,具有五个特点:形成了政府-相关行业组织-中小学/图书馆三级教育体系;颁布政策与法规保障其信息素养教育的发展;注重多学科合作;重视各阶段教育之间的衔接;图书馆协会组织与图书馆员在中小学信息素养教育中作出了巨大贡献.美国中小学信息素养教育的丰富实践与经验,为我国制定科学、合理的中小学信息素养教育政策、法规与评价标准,培养中小学图书馆员开展信息素养教育提供了参考借鉴.