发展、兴趣、自我导向与信息素养教学。

IF 0.9 Q3 INFORMATION SCIENCE & LIBRARY SCIENCE Communications in Information Literacy Pub Date : 2018-01-01 DOI:10.15760/COMMINFOLIT.2018.12.2.9

S. Black

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引用次数: 5

摘要

本文总结了与信息素养教学特别相关的三个来自大学生发展和教育心理学学科的理论:Perry(1999)的智力和道德发展方案、Renninger(2009)的兴趣发展阶段和Grow(1991)的自主学习阶段。对每种理论进行了描述，然后绘制了它们之间的相似之处，最后讨论了这些理论对信息素养教学的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Development, Interest, Self-Direction and the Teaching of Information Literacy.

Three theories from the disciplines college student development and educational psychology of particular relevance to teaching of information literacy are summarized: Perry’s (1999) scheme of intellectual and moral development, Renninger’s (2009) phases of interest development, and Grow’s (1991) stages of self-directed learning. Each theory is described, then parallels among them are drawn, and finally the implications of these theories for the teaching of information literacy are discussed.

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来源期刊

Communications in Information Literacy INFORMATION SCIENCE & LIBRARY SCIENCE-

CiteScore

2.40

自引率

0.00%

发文量

审稿时长

16 weeks

期刊介绍： Communications in Information Literacy (CIL) is a peer-reviewed journal devoted to advancing research, theory, and practice in the area of information literacy in higher education. CIL is independently published. Furthermore, it is open access in the truest sense; there are no article processing charges or other regressive publication fees. The editors of CIL are solely committed to the investigation of various models and theories of information literacy worldwide, and they remain faithful to principles of open access for academic research.