摘要
"数字素养"术语由Paul Gilster于1997年正式提出,并于2009年走进图书馆视野。数字素养与信息素养的同一性体现在强调信息评价及批判性思考,而异质性主要体现在所强调的素养和技能不同。未来,两者将继续相互融合与借鉴。欧美政府机构、图书馆协会组织、图书馆自上而下地、以合作的方式开展数字素养教育,但是高校图书馆开展的数字素养教育还未形成独立的教育模式,有待构建基于数字素养的资源与服务体系。
The term of the ＂digital literacy＂ was officially put forward by Paul Gilster in 1997, and was brought into the field of the library in 2009. The identity between the digital literacy and the information literacy shows in emphasizing the information evaluation and the criticalness thinking, but the difference between them shows in qualities and skills that they emphasize. In the future, they would continue to integrate and draw lessons from each other. Governments, library associations and libraries in Europe and America develop the digital literacy education from top to bottom and in the cooperative way. However, the digital literacy education that university libraries develop has not yet formed the independent education mode, the university library should construct the system of resources and services based on the digital literacy.
出处
《图书馆建设》
CSSCI
北大核心
2014年第7期17-22,共6页
Library Development
基金
广东省教育科研"十二五"规划2012年度研究项目"图书馆用户教育在大学生信息素养教育中的功能与定位"
项目编号:2012JK290
深圳大学人文社会科学基金青年冲高项目"深大图书馆构建信息共享空间读者服务模式探讨"
项目编号:11QNCG31的研究成果
关键词
数字素养
信息素养
数字技术
Digital literacy
Information literacy
Digital technology
