能有效率且有效地取得资讯能精确且充分地评估资讯能正确而有创课件

1、能有效率且有效地取得資訊能精確且充分地評估資訊能正確而有創意地利用資訊 Standards for K-12 (AASL & AECT)-資訊素養能有效率且有效地取得資訊Standards for K-12能辨識自己的資訊需求。能了解完整的資訊和智慧決策的關係。能有效的陳述資訊問題，表達資訊需求。知道有那些可能有用的資訊資源。能擬訂妥善的資訊檢索策略。Standards for K-12 (AASL & AECT)-能有效率且有效地取得資訊能辨識自己的資訊需求。Standards for K-12能決定資訊是否正確、相關、完整。能區別事實、個人觀點和意見之間的不同。能指出不正確和誤導的資訊。能

2、妥切選擇對解決問題有幫助的資訊。Standards for K-12 (AASL & AECT)-能精確且充分地評估資訊能決定資訊是否正確、相關、完整。Standards for能組織資訊以便利用。能結合新知識和已知的知識。運用資訊做批判思考和問題解決。用合適的形式表達和生產資訊。Standards for K-12 (AASL & AECT)-能正確而有創意地利用資訊能組織資訊以便利用。Standards for K-12 Standards for K-12 (AASL & AECT)-獨立學習 能追求有關個人興趣的資訊能欣賞文學和其他有創意的資訊表現在資訊追求和知識創造上能努力追求卓越S

3、tandards for K-12 (AASL & AECStandards for K-12 (AASL & AECT)-能追求有關個人興趣的資訊有能力搜尋和自己生活、成長有關的資訊。能設計、發展、評估和自己興趣有關的產品。Standards for K-12 (AASL & AECStandards for K-12 (AASL & AECT)-能欣賞文學和其他有創意的資訊表現是有能力且自我鼓舞的閱讀者。能從不同形式的資訊載體中獲得意義。能利用不同的形式呈現資訊產品。Standards for K-12 (AASL & AECStandards for K-12 (AASL & AECT)

4、-在資訊追求和知識創造上能努力追求卓越能評估個人資訊尋求過程及結果的品質。能修正、改善、更新自己知識創造的過程。Standards for K-12 (AASL & AECStandards for K-12 (AASL & AECT)-社會責任 能了解資訊對民主社會的重要須符合資訊倫理能在團體中有效地參與資訊的追求、分享與產生的過程Standards for K-12 (AASL & AEC1. 能從不同的資訊資源、情境、學域文化中搜尋資訊。2. 尊重公平獲取資訊的原則。Standards for K-12 (AASL & AECT)-能了解資訊對民主社會的重要1. 能從不同的資訊資源、情境

5、、學域文化中搜尋資訊。StaStandards for K-12 (AASL & AECT)-須符合資訊倫理尊重資訊自由的原則。尊重智慧財產權。適時使用資訊科技。Standards for K-12 (AASL & AECStandards for K-12 (AASL & AECT)-能在團體中有效地參與資訊的追求、分享與產生的過程與他人分享知識與資訊。尊重他人的想法及背景，肯定他人的貢獻。 親身或透過科技和他人合作，探尋問題所在及解決的方法。 親身或透過科技和他人合作，設計並評估資訊產品及解決方法。Standards for K-12 (AASL & AECInformation Lite

6、racy Competency Standards for Higher Education (ACRL)Information Literacy CompetencSTANDARD ONE-KNOW STANDARD ONE-KNOW 具備資訊素養的學生， 能夠確認其資訊需求之特性與範圍1.具備資訊素養的學生， 能夠界定並釐清其資訊需求。2.具備資訊素養的學生， 能夠界定各種不同類型與媒體型式之資訊來源。3.具備資訊素養的學生， 能夠考量取得所需資訊之成本與效益。4.具備資訊素養的學生， 能夠重新評估所需資訊之特性與範圍。具備資訊素養的學生， 能夠確認其資訊需求之特性與範圍1.具備1. En

7、courage students to teach /learn from each other, use think/pair/share.2. Write down what student topics are on board. Write the key concepts on the board and help develop the thesis statement. Then have students brainstorm various questions to ask. In groups have students use subject encyclopediasD

8、efines and articulates the need-PRACTICE1. Encourage students to teach3. Developing a point of view helps to narrow a topic. For example if the topic is global warming, maybe the POV is economic4. Use technology to help identify key concepts. Jump in with a few key words. Use the abstracts/records f

9、rom databases to add to the list of keywords and concepts.”5. Have students generate synonyms and broader and narrower terms and discuss how their results would be different if they pitched different terms.PRACTICE3. Developing a point of view Discuss who knows, writes, and talks about a certain top

10、ic ?Discuss how an original idea or concept can be found in scholarly publishing in various step in the publication cycle.Compare sources such as a specialized subject indexes in terms of coverage observing differences in content and limitations for access. of each.Identifies a variety of types and

11、formats of information-PRACTICEDiscuss who knows, writes, andHave students do a final project or paper that asks them to use various information sources and discusses the value Have students compare publications and publication timelines (read scholarly and popular articles on same general topic).Br

12、ing in materials to show the class the physical differences. Bring in a journal of their profession.Have students list characteristics of a primary sources given examples you have brought to class. Then have them decide the difference between these characteristics and those of secondary sources you

13、have as examples. Brainstorm ways these can be used in different disciplines.Have students do a final projeUnderstand that the modern library is merely a gateway to the world of information and that various options exist for them to obtain that information if it is not housed locally. This includes

14、information on interlibrary loan and on local libraries in the areaStudents are able to download data from a company website but to understand the information and utilize it they must download it into a spreadsheet.As a first step in completing an assigned research paper have the students develop a

15、timeline with steps of the process from start to final draft.The costs and benefits-PRACTICEUnderstand that the modern libReevaluates the nature and extent of the information need -PRACTICEWhen doing a demonstration of a search on an online catalog, look at the subject headings assigned to a relevan

16、t work, analyze the results and have students generate ideas of how that might change their next search.Given a bibliography students must choose which sources would best fit their topic focus and list criteria they use to make their selection.Reevaluates the nature and extSTANDARD TWO-ACCESSSTANDAR

17、D TWO-ACCESS具備資訊素養的學生，能夠有效能與有效率的取得所需資訊1.具備資訊素養的學生，能夠選擇最適當的研究方法和資訊檢索系統，以取得所需資訊。2.具備資訊素養的學生，能夠建構和執行有效的檢索策略。3.具備資訊素養的學生，能夠利用線上或親訪等各種不同方法，取得所需資訊。4.具備資訊素養的學生， 必要時，能夠重新界定檢索策略。5.具備資訊素養的學生， 能夠摘錄、紀錄、管理資訊及其資源。具備資訊素養的學生，能夠有效能與有效率的取得所需資訊1.具備Students are given a specific research idea and asked to brainstorm dif

18、ferent methods for investigating and gathering data Students are introduced to various methods of investigation and then asked to determine the advantages and disadvantages of each give a specific case study.Students are asked to search the same topic in various different online resources and to com

19、pare and contrast their findings.In a group students are asked to develop a list of “short-cuts” for searching various given databases.Selects the most appropriate investigative methods- PRACTICEStudents are given a specific Designed search strategies-PRACTICEdevelop a plan with steps for the proces

20、s from start to finish.Have students write topic down, then pass the sheet around and have other students suggest keywords. Pick a topic appropriate to demographic characteristics of the students; use a real life application, have students developing own keywords, subjects.Identify a specialized too

21、l in their discipline and have students develop a list of terms that would be found in this tool. Then have them try it to see if they were right. Explain the need for controlled vocabulary as a searching “short-cut”.Designed search strategies-PRHelp student create a strategy by picking a relevant t

22、o the topic, write terminology on board and outline strategy. Then have students physically represent AND and OR (e.g. students wearing green, stand; those also wearing.etc).Be sure your sample topic for demo is of interest and is memorable to students-current topic, scandal, etc.Perform same search

23、 in various databases to show how results differ. Explain what retrieval system does what (catalog vs. index vs. web).PRACTICEHelp student create a strategyIn groups students are asked to look for various types of information and various formats on the same subject (illustration, a chart, a picture,

24、 a video, a map, a book, a journal, etc) all on Hawaiian Islands in preparation for a discussion of biodiversity.The network is out and you cannot access library catalog or indexes online. While in the library but you still want to find information on your topic describe how you can do this?Browse c

25、all number area in library for items similar to the one found in a catalog search.Using a variety of methods-PRACTICEIn groups students are asked tProvide students with the information needed to understand that the modern library is merely a gateway to the world of information and that various optio

26、ns exist for them to obtain that information if it is not housed locally. This may include making a phone call to a local community resource, expert or office. In groups student develop a research study that looks to gathering local information to support a theory or concept found in the textbook or

27、 class readings.PRACTICEProvide students with the infoRefines the search strategy -PRACTICEUse sample sources to evaluate if an information questions can be answered using these sample sources.Have students closely examine these- read the abstract, citation info, create exercise (when was this publi

28、shed, how long is it, etc)Limit search b y date and/or utilizes alternate terminology.Conducts search using alternative terminology.Refines the search strategy -PExtracts, records, and manages the information -PRACTICEPrints only marked records.Organizes citations in timeline (current to older).Util

29、izes appropriate citation styleCan cite a source in different citation styles.Have student list what type of information goes in to a citation. Then have them describe how they go about assuring that they have gathered this information.Students describe various methods they use to organize and manag

30、e the information they collect for a research project.Student uses email to send results of search.Student uses “Endnote” or similar software.Extracts, records, and managesStandard Three-EVALUATIONStandard Three-EVALUATION具備資訊素養的學生，能批判的評估資訊及其來源，並將所篩選的資訊融入其資訊庫或價值系統中1.具備資訊素養的學生，能夠從所蒐集的資訊中，彙整主要概念，以供摘錄。

31、2.具備資訊素養的學生，能夠建立並應用適當的準則，以評估資訊及其來源。3.具備資訊素養的學生， 能夠綜合主要概念，建構新的觀念。4.具備資訊素養的學生， 能夠將新舊知識加以比較，以得知資訊之加值、矛盾或獨特之處。具備資訊素養的學生，能批判的評估資訊及其來源，並將所篩選的資5.具備資訊素養的學生， 能夠判斷新之事對個人價值系統之衝擊，並調和其間差異。6.具備資訊素養的學生， 能夠透過與他人、學科領域專家、學者的對話、有效理解和詮釋所得資訊。7.具備資訊素養的學生， 能夠判斷是否修正最初之問題。具備資訊素養的學生，能批判的評估資訊及其來源，並將所篩選的資訊融入其資訊庫或價值系統中5.具備資訊素養的

32、學生， 能夠判斷新之事對個人價值系統之衝擊Summarizes the main ideas -PRACTICEAfter reading several texts, students are asked to list common themes and to write possible thesis statement.Writes brief summaries of sources representing opposing views.Student highlights key statements in an article.Summarizes the main ideas

33、 -PRAArticulates and applies initial criteria-PRACTICEStudent writes a paragraph commenting on why the sources were appropriate to the argument presented. Students specifically address these criteria and relevancy to main points and sub points in their arguments.Talk show hosts - students will choos

34、e one program and: identify main issue being discussed, list the supporting arguments given by the talk show host and analyze them.Controversial topics are best - look at different sides of issue. Multicultural perspectives.Articulates and applies initiaSynthesizes main ideas to construct new concep

35、ts-PRACTICEArticulates summary of findings after review of literature.Revises thesis statement after new material is found.Creates spreadsheet to analyze survey findings.Synthesizes main ideas to consCompares new knowledge with prior knowledge -PRACTICE During online search student marks pertinent i

36、tems in results list.After selecting certain sources student reflects on and communicates specific criteria used in the selection process.Articulates summary statement of literature reviewed.Creates experiment to test hypothesis that was developed via literature review.Evaluate web sites with the 5

37、basic criteria.Selects records from a search that contain supporting information.Compares new knowledge with prIndividuals value system -PRACTICEWrite a persuasive paper on a topic including rebuttals to opposing viewpoint and present to class.Assesses accuracy of data collection technique in journa

38、l article.Individuals value system -PRUnderstanding and interpretation of the information -PRACTICEStudent is an active and prepared participant in class discussions.Student is an active and prepared participant in class electronic discussions.Contacts professor and/or librarian for assistance in pe

39、rson or online.Understanding and interpretatiDetermines whether the initial query should be revised -PRACTICEIs able to judge when enough information has been gathered to meet the needs for a specific assignment.Given a very large search results students can list terms and concepts to limit and focu

40、s the results.Conducts search using alternative terminology and can expand or limit search based on results retrieved.Determines whether the initialStandard FourPRACTICEStandard FourPRACTICE具備資訊素養的學生，不管是個人或身為團體之一員， 都能夠有效利用資訊，已達成目標1.具備資訊素養的學生， 能夠應用新舊資訊，以規劃或開發特定的產品或作品。2.具備資訊素養的學生， 能夠修正創作過程。3.具備資訊素養的學生

41、， 能夠有效的與他人分享創作成果。具備資訊素養的學生，不管是個人或身為團體之一員， 都能夠有效Creation of a particular product -PRACTICEStudents determine best methods for presenting information.In a sequential developmental approach to curriculum student has various opportunities to demonstrate and apply knowledge and skills.Can copy and paste

42、text and images into own product with proper citation.Creation of a particular produRevises the development process -PRACTICE“Show your work” incorporate into presentation.Demonstrate search process to class.Final product includes student narrative of research experience.Revises the development proc

43、esCommunicates the product -PRACTICEWrites a summary of data sets/tablesCan transfer graphical information to a sentence.Power point, word processing.List of references.Students display some understanding of design when creating a product that communicates the information.Can change presentation to

44、be appropriate for fellow students or, alternatively, for general members of the community.Communicates the product -PRAStandard FiveETHICSStandard FiveETHICS具備資訊素養的學生，能夠瞭解資訊使用之經濟、法律、與社會相關議題，合理合法之使用與獲取資訊。1.具備資訊素養的學生， 能夠瞭解與資訊和資訊科技相關之倫理、法律與社經課題。2.具備資訊素養的學生， 能夠遵守取得和利用資訊之相關法律、規定、機構政策和禮儀。3.具備資訊素養的學生， 能夠在

45、作品中感謝資訊來源。具備資訊素養的學生，能夠瞭解資訊使用之經濟、法律、與社會相關Understands the ethical, legal andsocio-economic issues-PRACTICE Students discuss “identity theft.”Students discuss what kinds of things are not available free on the web.Discussion on roles of professional associations in providing information to the communit

46、y.Some free resources are of high quality.Inter library Loan, Share-ware software and photocopying are examples that can be used when discussing fair use and copyright law.Understands the ethical, legalFollows laws, regulations, institutional policies,and etiquette -PRACTICESet up a class listserv f

47、or discussions and include accepted practices as part of the guidelines for posting.As part of the students orientation institutional policies are reviewed and student must understand consequences when policies are not adhered to.Follows laws, regulations, insDiscuss “information stealing” what step

48、s are necessary to comply with the law.Cyber plagiarism- how to site- faculty walk students thru assignments.Follows laws, regulations, institutional policies, and etiquette -PRACTICEDiscuss “information stealing”Book reviews of a titles from different cultural perspectives and students finds differ

49、ent reviews.Use books with suspect authority and students must ferret out the frauds and identify biases.Compare web sites to ads.Compare online shopping to real shopping.PRACTICEBook reviews of a titles from Acknowledges the use of information sources-PRACTICESources to cite original work - no plag

50、iarism.As part of the requirement to cite sources used, also have students post permission granted notices to assure that this step has not been missed.Acknowledges the use of inform香港資訊素養指標香港資訊素養指標資訊素養架構內容分析 紐約州立大學(SUNY)大學及研究圖書館協會(ACRL)美國學校圖書管理員協會及教育通訊技術協會(AASL&ACET)英國國家及大學圖書館常務大會(SCONUL)阿拉斯加學校圖書館協

51、會(AkASL)華盛頓圖書媒體學會(WLMA)澳洲及新西蘭資訊素養學會(ANZIIL)資訊素養架構內容分析 紐約州立大學(SUNY)後設分析(Meta-analysis)分類結構 認知層面 後設認知層面 情感層面 社會文化層面找尋理解運用分析 綜合評估態度 動機與價值 社群 社會 認識 計劃及監控思考 表達融合後設分析(Meta-analysis)分類結構 認知層面 後資訊素養架構 資訊素養架構 建立資訊素養架構的目標 讓學生掌握必需的技能和知識以處理資訊如理解、尋找、分析、評核與整合資訊等應用處理資訊的技能和知識作出適當的決定及解決問題培養學生反思處理資訊的習慣讓學生懂得在急速變化而資訊豐富

52、的環境規劃反思及調控其探究過程建立資訊素養架構的目標 讓學生掌握必需的技能和知識以處理資訊四項主要目標讓學生欣賞自學能力對個人成長生活娛樂及終身學習的貢獻賦予學生在個人及與他人合作使用資訊時更大的自主權，但同時亦要他們承擔社會責任四項主要目標讓學生欣賞自學能力為香港學生而設的資訊素養架構59為香港學生而設的資訊素養架構59標準認知 C1擁有資訊素養的人能夠判斷所需資訊的範圍，找出資訊所在。C1.1 理解 C1.2 找尋 C2擁有資訊素養的人，能夠運用資訊解決問題及作出適當決定。 C2.1 運用 標準認知 C1擁有資訊素養的人能夠判斷所需資訊的範圍，找出標準認知(續) C3擁有資訊素養的人能夠分

53、析所收集的資訊，提出新的觀點或見解。 C3.1分析 C3.2綜合C3.3表達C4擁有資訊素養的人能夠以批判態度評估資訊，將新概念與本身知識融匯貫通。 C4.1 評估 C4.2 融合標準認知(續) C3擁有資訊素養的人能夠分析所收集的資訊，標準後設認知M1擁有資訊素養的人，明白資訊處理是耗時費力、不斷重覆的過程。 M1.1認識M2擁有資訊素養的人能夠計劃及監控查詢的過程。M2.1計劃及監控M3擁有資訊素養的人能夠思考及控制查詢的過程。M3.1思考標準後設認知M1擁有資訊素養的人，明白資訊處理是耗時費力、標準情感A1擁有資訊素養的人，明白自主閱讀增添個人樂趣，有助終身學習。 A1.1態度 A2擁有資訊素養的人，明白資訊處理技能及獲取資訊的自由是知識型社會持續發展的關鍵。 A2.1動機與價值 標