外文翻译Word格式.docx
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外文翻译Word格式.docx
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作者:
Canberra:
CouncilofAustralianUniversityLibrarians
ThefirsteditionofthesestandardsderivesfromtheUSInformationliteracystandardsforhighereducationapprovedbytheAssociationofCollegeandResearchLibrariesinJanuary2000,andsubsequentlyendorsedbytheAmericanAssociationforHigherEducationandUSaccreditationbodies.
TheUSstandardswerereviewedatanationalworkshopinitiatedandconducted22-23September2000bytheUniversityofSouthAustraliafortheCouncilofAustralianUniversityLibrarians(CAUL).The62participantswererepresentativeofAustralianandNewZealanduniversities,theschoolssector,theTechnicalandFurtherEducationsector,theCouncilofAustralianStateLibrariesandtheAustralianLibraryandInformationAssociation.Inreviewingthestandards,considerationwasgiventotheimplicationsofAustralianresearch,theoryelaborationandpracticewhichmaynothavebeenavailableoraccessedwhentheUSstandardsweredeveloped.Therelationalmodelofinformationliteracy1wasconsideredinthiscontext.
PermissiontouseandvarytheUSstandards2hasbeengrantedbytheAssociationofCollegeandResearchLibraries.ThemajordifferencebetweentheUSandAustralianversionsistheadditionoftwostandards:
Thenewstandardfouraddressesandtheabilitytocontrolandmanipulateinformation.Standardsevenrepresentsinformationliteracyastheintellectualframeworkwhichprovidesthepotentialforlifelonglearning.
AtitsCanberrameeting27-28October2000theCouncilofAustralianUniversityLibrariansapprovedtherevisionoftheUSstandardsasInformationliteracystandards.Theintendedprimaryapplicationistohighereducation,buttheymaybeappliedtoothereducationalsectors.
Endorsementandpromulgationofthestandardsbypolicymakers,educationalinstitutions,professionalandeducationalassociationsisencouraged.Theymaybefreelyusedandadaptedforaspecificcontext,subjecttoacknowledgmentoftheirUSandAustralianprovenance.Informationliteracystandardsisa‘living’document.Itwillaltertoreflecttheprevailinginformationandeducationenvironment.Suggestionsforchangesforthe2003secondeditionareinvited,usingtheformattheendofthispublication.
Informationliteracydefined
Informationliteracyisanunderstandingandsetofabilitiesenablingindividualsto‘recognisewheninformationisneededandhavethecapacitytolocate,evaluate,anduseeffectivelytheneededinformation’.3Aninformationliteratepersonisableto
∙recogniseaneedforinformation
∙determinetheextentofinformationneeded
∙accesstheneededinformationefficiently
∙evaluatetheinformationanditssources
∙incorporateselectedinformationintotheirknowledgebase
∙useinformationeffectivelytoaccomplishapurpose
∙understandeconomic,legal,socialandculturalissuesintheuseofinformation
∙accessanduseinformationethicallyandlegally
∙classify,store,manipulateandredraftinformationcollectedorgenerated
∙recogniseinformationliteracyasaprerequisiteforlifelonglearning
Informationliteracytheneed
Informationliteracyisrequiredbecauseofproliferatinginformationaccessandresources.Individualsarefacedwithdiverse,abundantinformationchoicesintheirstudies,intheworkplace,andintheirlives.Informationisavailablethroughcommunityresources,specialinterestorganisations,manufacturersandserviceproviders,media,libraries,andtheinternet.Increasingly,informationcomesunfiltered.Thisraisesquestionsaboutauthenticity,validity,andreliability.Inaddition,informationisavailablethroughmultiplemedia,includinggraphical,aural,andtextual.Theseposespecialchallengesinevaluating,understandingandusinginformationinanethicalandlegalmanner.Theuncertainqualityandexpandingquantityofinformationalsoposelargechallengesforsociety.Sheerabundanceofinformationandtechnologywillnotinitselfcreatemoreinformedcitizenswithoutacomplementaryunderstandingandcapacitytouseinformationeffectively.
Informationliteracyandlifelonglearning
Informationliteracyisaprerequisiteforlifelonglearningandiscommontoalldisciplines,toalllearningenvironments,andtoalllevelsofeducation.Itenableslearnerstoengagecriticallywithcontentandextendtheirinvestigations,becomemoreselfdirected,andassumegreatercontrolovertheirownlearning.
A1999reportoftheUSNationalResearchCouncil4promotestheconceptof‘fluency’withinformationtechnologyanddelineatesseveraldistinctionsusefulinunderstandingrelationshipswithininformationliteracy,computerliteracy,andbroadertechnologicalcompetence.Thereportnotesthat‘computerliteracy’isconcernedwithrotelearningofspecifichardwareandsoftwareapplications,while‘fluencywithtechnology’focusesonunderstandingtheunderlyingconceptsoftechnologyandapplyingproblemsolvingandcriticalthinkingtousingtechnology.ItalsodiscussesdifferencesbetweeninformationtechnologyfluencyandinformationliteracyasitisunderstoodinK-12andhighereducation.Amongtheseareinformationliteracy’sfocusoncontent,communication,analysis,informationsearching,andevaluation;
whereasinformationtechnology‘fluency’focusesonadeepunderstandingoftechnologyandgraduated,increasinglyskilled,use.
Withdigitisationofscholarlypublicationsandthegrowthinonlinedelivery,‘fluency’withinformationtechnologyrequiresmoreintellectualabilitiesthantherotelearningofsoftwareandhardwareassociatedwith‘computerliteracy’.Thefocusisstill,however,onthetechnologyitself.Informationliteracy,ontheotherhand,isanintellectualframeworkforrecognisingtheneedfor,understanding,finding,evaluating,andusinginformationactivitieswhichmaybesupportedinpartbyfluencywithinformationtechnology,inpartbysoundinvestigativemethods,butmostimportantly,throughcriticaldiscernmentandreasoning.Informationliteracyinitiates,sustains,andextendslifelonglearningthroughabilitiesthatmayusetechnologiesbutareultimatelyindependentofthem.
Informationliteracyandhighereducation
Developinglifelonglearnersiscentraltothemissionofhigherandothereducationalinstitutions,andisincreasinglyreflectedindescriptionsofgraduatequalities.Informationliteracyextendslearningbeyondformalclassroomsettingsandsupportsindividualsinselfdirectedlearninginallarenasoflife.
Byensuringthatindividualscanthinkcritically,andbyhelpingthemconstructaframeworkforlearninghowtolearn,educationalinstitutionsprovidethefoundationforcontinuedgrowththroughouttheircareers,aswellasintheirrolesasinformedcitizensandmembersofcommunities.
Informationresourcesareincreasinglyavailableonline.Flexibledelivery,onlineorprintbased,requiresthedevelopmentoftheinformationliteracyofthelearner.
Incorporatinginformationliteracyacrosscurricula,andinallprogramsandservices,requiresthecollaborativeeffortsofacademics,staffdevelopers,learningadvisers,librariansandadministrators.
∙Throughcoursematerials,lecturesandbyleadingfacetofaceoronlinediscussions,academicsestablishthecontextforlearning.Theyalsoinspirestudentstoexploretheunknown,offerguidanceonhowbesttofulfilinformationneeds,andmonitorstudentprogress.
∙Librarianscoordinatetheevaluationandselectionofintellectualresourcesforprogramsandservices;
organise,andmaintaincollectionsandpointsofaccesstoinformation;
andprovideadviceandcoachingtostudentsandacademicstaffwhoseekinformation.
∙Learningadvisersdevelopgenericandcoursespecificmaterialstosupportstudentlearningandprovidearangeofservicesrelatedtotransitiontouniversity,andacademicliteracyreading,writing,listeningandspeakinginauniversitysetting,timeandtaskmanagement,andlearninginanonlineenvironment.
∙Administratorsandstaffdevelopersfacilitateopportunitiesforcollaborationandstaffdevelopmentamongacademics,learningadvisers,librarians,andotherprofessionalswhoprovidestudentswithopportunitiestodeveloptheirinformationliteracyaccordingtotheirdevelopmentallevel,modeofstudyandinformationneeds.
Informationliteracyandpedagogy
The1994AustralianNationalBoardofEmployment,EducationandTrainingreportDevelopinglifelonglearnersthroughundergraduateeducationnotesthat‘learningtolearn’isamajorconcernofalleducationalsectorsandthat
Itinvolvesthehigherorderskillsofanalysis,synthesisandevaluation,theabilitytothinkcritically,toconstructmeaningandreconstructunderstandinginthelightofnewlearningexperiences.Courseswherereflectivepracticeiscentralinevitablyhelpstudentsdevelopintoindependentlearnersmuchmorereadilythanthosewhosefocusisontheacquisitionofalargebodyofknowledge.5
Informationliteracydevelopmentmultipliestheopportunitiesforselfdirectedlearning,asstudentsbecomeengagedinusingawidevarietyofinformationsourcestoexpandtheirknowledge,askinformedquestions,andsharpentheircriticalthinkingforstillfurtherselfdirectedlearning.Achievinginformationliteracyfluencyrequiresanunderstandingthatsuchdevelopmentisnotextraneoustothecurriculumbutiswovenintoitscontent,structure,andsequence.Informationliteracyisavalidatedconstruct6whichcanbeincorporatedintheinstructionaldesignofprograms.Thiscurricularintegrationalsoaffordsmanypossibilitiesforfurtheringtheinfluenceandimpactofstudentcentredteachingmeth
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