資訊素養教育的必要

Daily Fongyun - Nothing hard as plastic
http://www.xanga.com/fongyun/646870947/nothing-hard-as-plastic.html

學生似乎並不理會資料來源是否可信和準確

他們只關注難不難找、要花多少時間。

花最短時間搜尋答案的兩個人(即是最快放棄的人)，平時不會去圖書館。
同樣地，他們花在看書本和新聞的時間也很少。

(在解答某些題目時) 很多學生「解錯題」

用 Benjamin Bloom 的 Taxonomy of Educational Objectives 來看學習階段

Alan Poon’s Blog - 小小黑 (AP) / 網絡集錦
http://alanpoon.wordpress.com/2007/12/02/小小黑-ap-網絡集錦/

做問卷的中三學生明顯在第一 (知識) 和第二階段 (理解) 已出現問題。在根基是如此薄弱的情況下，要他們做到需要有穩固基礎後才能做到的應用、分析、綜合和評鑑根本就是妄想。

所以方兄也說

一個人能夠看出某些資料是胡說八道，需要是一定的閱歷、知識基礎、和把不同知識融會貫通的能力。

不過話說回來，要中三，甚至中一生達到能評鑑資料的水平，是否有點兒強人所難？

Education Bureau - Bridging Modules for S1 students. Technology Education. Unit 1. Technology and Society - Believe it or not - The Credibility of Information on the Internet
http://www.edb.gov.hk/FileManager/EN/Content_3849/TE_1_Eng.pdf

他們的三年高中通識科還未開始上呢…

Queensland University of Technology Library - Syllabus with Proficiency Map with Acquisitions
http://www.library.qut.edu.au/services/teaching/documents/Syllabus_Proficiency_Map_with_Acquistions.xls

QUT 根據 Australian Information Literacy Standards 定的大綱，大一生只需要達到

Elementary (green) - the student has a basic understanding of the concepts associated with this task and can perform most of the relevant skills with little or no guidance.

就可以了。大二、甚至大三才要求到熟練的程度。

Proficient (yellow) - the student understands all of the concepts associated with this task, can demonstrate mastery of all the relevant skills, and apply them with no guidance.

台灣那邊

國家圖書館 - 圖書館與資訊素養叢書
http://cu.ncl.edu.tw/1000110044/9576782767/BOOK/

注重初中生的也只是資源的認識和搜尋技巧，到高中篇才開始提到「尋求解決資訊問題的途徑」。

所以當初我在規劃課外活動「資訊素養班」時，

類似 QUT Pilot 的現實版，

Queensland University of Technology Library - Pilot: Online Information Literacy Tutorial
http://pilot.library.qut.edu.au/

設定的對象是中四生，原因之一就是認為初中生未有足夠程度去學進階的資訊素養；其二就是新高中通識科由中四開始，在未開始前來個預演和接受回應，並作出適當的修訂；其三就是實習教中六通識時，要求學生搜集資料，為辯論活動做好準備，豈料他們仍準備不足，幾乎完全依賴我即堂派給他們的補充資料，到頭來既沒時間理解和綜合資料，臨場辯論的表現自然就不理想了。有了這次教訓，我想換作新高中，中六已是最後一年，測試放在中四一來可評估學生程度，以後即使做中六也可以做參考，二來就是今年中四若能對資訊素養有初步的認知，對其來年的會考或許也有幫助。可是前後 8 ~ 10 課的「資訊素養班」跟學校圖書館網頁一樣，因我離職意願已起，不好做到一半將燙手山芋留給我的拍檔 (或者說沒合適的繼任人吧)，到頭來只能止於規劃階段了 (我沒時間帶課科活動也是原因之一)。

而方兄從問卷發現

當學生找資料遇上困難時… 沒有人打算找圖書館主任。

所有學生都說沒有人教他們搜尋技巧

正正是學校沒能充分發揮圖書館主任存在價值

Alan Poon’s Blog - 圖書館員的角色
http://alanpoon.wordpress.com/2006/10/22/圖書館員的角色/

圖書館館藏的權威性不會因知識來源的增加而有所影響，在訊息真偽難辨的時候，圖書館員仍舊是讀者最能依賴的對象。

其實，「擁有以往只有圖書館員才擁有的能力」的人數並沒有預期的多，能夠真真正正有效率地搜尋資訊的人只有很少數。可是人們不知自己能力有限，已經減少使用圖書館和館員提供的資源和服務。

所以在想下一個角色之前，圖書館員要做的就是推廣使用圖書館和教育大眾成為 information and library literate。單是這兩項已經是永無止息的工作。

的證明。

或許他們還未知道資訊素養 [Information Literacy (IL)] 對這個時代的教育有多重要吧。

Alan Poon’s Blog - 網絡集錦
http://alanpoon.wordpress.com/2007/07/07/網絡集錦-31/

(Credit: Jeff Brenman)

p.s. 試過之前出通告，給副校過目時，他將「資訊素養」修改成「資訊科技」，我唯有偷偷還原，圖書館發出的通告才不致變成像是資訊科技科發出的樣式。

p.p.s. 而 chemhazard 的回應

沒甚麼人以”學知識”為樂趣, 大多數人只求應付困難而讀書, 這才是問題的關鍵

在

北歐四季透明筆記 - 芬蘭教育，為何第一？
http://life.newscandinaviandesign.com/?p=40

介紹芬蘭的優質教育時，帶出學生的 PISA 閱讀能力評比 (OECD Programme for International Student Assessment)

Organisation for Economic Co-operation and Development - PISA 2006 results
http://www.pisa.oecd.org/document/2/0,3343,en_32252351_32236191_39718850_1_1_1_1,00.html

不但名列前茅 (僅次於南韓)，而且學生的閱讀興趣和動機均相當強，當然也非常喜歡到圖書館看書。芬蘭學生之所以在閱讀能力有那麼好的表現，很大因素是他們根本就愛閱讀，為興趣而讀，而不是為求升學而去做 (日本和排第 3 的香港？「閱讀胃口也給學校教育打壞了」)。

Alan Poon’s blog - 台灣和香港人的閱讀習慣
http://alanpoon.wordpress.com/2007/08/15/台灣和香港人的閱讀習慣/

Alan Poon’s blog - [中英對照轉載] Thirty ways to Kill Reading (三十個窒息閱讀的方法)
http://alanpoon.wordpress.com/2007/10/07/中英對照轉載-thirty-ways-to-kill-reading-三十個窒息閱讀的方法/

所以就算已畢業，他們仍會持續閱讀，不會因已完成學業而停止。

閱讀花園:讀書會部落格 - PISA測驗
http://blog.yam.com/readclub/article/12863122

有了深厚的「閱歷」，分析、綜合和評鑑資料的能力自然就可以做到了。反觀香港，傳媒、家長「閱歷」不夠，或久疏閱讀，沒有常識

知日部屋 - 沒有自由的免費午餐
http://www.cuhkacs.org/~benng/Bo-Blog/read.php?879

也沒有像這幾位的查根究底精神

Daily Fongyun - what does “no cold day” prediction means
http://www.xanga.com/fongyun/647203490/what-does-no-cold-day-prediction-means.html

The doctor is IN 這醫生很~潮* - 「超級爆發」有多爆？（增修版）
http://singsit01.mysinablog.com/index.php?op=ViewArticle&articleId=1053503

肥醫生@西九龍貧民區 - 從所謂超級爆發說起
http://doctorfat.wordpress.com/2008/03/14/從所謂超級爆發說起/

1-555-CONFIDE - 冷血的公共衛生
http://blog.tiney.com/?p=1358

沒法理性思考往往就會感到不必要的恐慌。

說到尾，裝備知識很重要

有涯小札 - Reading Notes for “Create your own future”
http://taogate.wordpress.com/2008/02/18/reading-notes-for-create-your-own-future/

而知識來自主動的學習/閱讀

Taiwan 2.0 - 閱讀與認知
http://taiwan.chtsai.org/2006/05/18/yuedu_yu_renzhi_2006/

「學知識」的「熱情來自未知的興奮與好奇」，有學歷才會質疑，創意亦由此而來

研究所完全求生手冊 - 存在來自於虛無、真空來自於妙有、而創造來自於質疑
http://www.wretch.cc/blog/gradlive&article_id=7100740

創造 (Create) 就是新版

A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives

認知歷程的最高層級

國立彰化師範大學生物學系 - 布魯姆認知領域教育目標分領修訂版之探討
http://www.bio.ncue.edu.tw/bio95/1/data/t2/10 04/bloom.doc

所以激發好奇心，創造學習動機就成了教育根本的根本。

可是要怎樣刺激這一代已受到過度刺激(over-stimulation) 而麻痺的小朋友

Daily Fongyun - Tuesday, February 12, 2008
http://www.xanga.com/fongyun/641942960/item.html

學習才可行？堂堂都是表演？

Mr./Ms. Days (MMDays) - 網路, 資訊, 觀察, 生活 - 教學如同表演: Walter Lewin
http://mmdays.com/2008/03/16/walter-lewin/

Youtube - Walter Lewin Promo

More at

MIT OpenCourseWare - Physics - Physics I: Classical Mechanics - Video Lectures
http://ocw.mit.edu/OcwWeb/Physics/8-01Physics-IFall1999/VideoLectures/index.htm

這實在是教師的一大挑戰。

Further readings

Council of Australian University Librarians - Australian and New Zealand Information Literacy Framework : principles, standards and practice
http://www.caul.edu.au/info-literacy/InfoLiteracyFramework.pdf

American Association of School Librarians - Information Literacy Standards for Student Learning
http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf

The Association of College and Research Libraries - Information Literacy Competency Standards for Higher Education
http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm

Queensland University of Technology Library - Evaluating information
http://www.library.qut.edu.au/learn/learnhow/evaluatinginformation.jsp

University of Southern Maine Libraries - Checklist for Evaluating Web Resources
http://library.usm.maine.edu/research/researchguides/webevaluating.html

北國風情 - 芬蘭教育篇
http://tw.myblog.yahoo.com/yolanda-chen/archive?l=f&id=26

天下網路書店 - 芬蘭教育，世界第一的祕密
http://www.cwbook.com.tw/common/book.jsp?productID=1797

圓神書活網 - 北歐四季透明筆記─芬蘭創意、人文、生活
http://www.booklife.com.tw/asp/showbook_cart.asp?bookid=04600033

Two Bloom’s Taxonomy images from

Taxonomies of Educational Objectives. (n.d.). Wikipedia. Retrieved March 16, 2008, from Answers.com Web site: http://www.answers.com/topic/taxonomy-of-educational-objectives

補充 (Apr 3, 200

Educational Origami
http://edorigami.wikispaces.com/

via

superkimbo’s bookmarks on del.icio.us
http://del.icio.us/superkimbo

補充 (Apr 3, 200

Alan Poon’s Bookmarks - Information Literacy
http://www.diigo.com/user/alanpoon/information-literacy

補充 (Apr 22, 200

JISC - Google Generation
http://www.jisc.ac.uk/whatwedo/programmes/resourcediscovery/googlegen.aspx

JISC - Information behaviour of the researcher of the future - Executive summary
http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf

or

The British Library - information behaviour of the researcher of the future
http://www.bl.uk/news/pdf/googlegen.pdf

Young people’s information behaviour

• the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems

• internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority

• young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies

• as a result, they exhibit a strong preference for expressing themselves in natural language rather than analysing which key words might be more effective

• faced with a long list of search hits, young people find it difficult to assess the relevance of the materials presented and often print off pages with no more than a perfunctory glance at them

• young people have unsophisticated mental maps of what the internet is, often failing to appreciate that it is a collection of networked resources from different providers

• as a result, the search engine, be that Yahoo or Google, becomes the primary brand that they associate with the internet

• many young people do not find library-sponsored resources intuitive and therefore prefer to use Google or Yahoo instead: these offer a familiar, if simplistic solution, for their study needs

(p. 12)

• They are more competent with technology

• They have very high expectations of ICTs

• They prefer interactive systems and are turning away from being passive consumers of information

• They find their peers more credible as information sources than authority figures

• They are the `cut-and-paste’ generation

• They pick up computer skills by trial-and-error

• They prefer quick information in the form of easily digested chunks, rather than full text

• They are expert searchers

• They do not respect intellectual property

(p. 18-20)

###

JISC - Work Package III: Age-Related Information Behaviour
http://www.jisc.ac.uk/media/documents/programmes/reppres/ggworkpackageiii.pdf

1. Young people prefer print to onscreen reading
2. Young people prefer to read at home
3. Young people use older library materials
4. Young people use a range of article and book discovery methods but lack search skills
5. Young people underutilise print information sources
6. Use of the physical library is in decline
7. Importance of colleagues
8. Importance of following up the references
9. Young researchers are hooked on search engines
10. Article downloads account for half of all readings from digital journal platforms
11. Use of e-books is mainly confined to students and early to mid-career researchers
12. The library catalogue is alive and well

(p. 3-5)

via

EducationGuardian.co.uk - Library unleashed - Information alert
http://education.guardian.co.uk/librariesunleashed/story/0,,2274796,00.html

via

EducationGuardian.co.uk - Library unleashed
http://education.guardian.co.uk/librariesunleashed/0,,2274706,00.html

via

Lorcan Dempsey’s weblog - Libraries of the future
http://orweblog.oclc.org/archives/001614.html