Abstract
Information literacy instruction in various countries has expanded in a variety of ways. At universities, it has mainly taken the form of credit-based courses, lectures, and embedded instruction. While European and American universities carry out more embedded instruction, universities in China focus more on credit-based courses and lectures, leaving embedded instruction in an exploratory stage. This paper is a preliminary study of a research project that aims to investigate the department-based, embedded information literacy instruction among the libraries of 42 "Double-First Class" universities in China. Using East China Normal University Library as an example, this paper discusses the teaching mode, teaching philosophy, teaching design, teaching methods and contents in order to explore how embedded information literacy instruction can make use of the mobile Internet platform. The specific areas to be examined include teaching resources, enhancing classroom interactions, and after-class feed-pushing as part of teaching support. Finally, some recommendations are put forward for the extension and expansion of embedded information literacy instruction.
Highlights
The term “information literacy" was originated by Paul Zurkowski, the president of the Information Industry Association (IIA), in his proposal to the National Commission on Libraries and Information Science (NCLIS) in 1974 (Behrens, 1994)
Information literacy instruction in various countries has expanded in a variety of ways
The revised version specified that one of the top tasks for academic libraries is to carry out information literacy instruction
Summary
The term “information literacy" was originated by Paul Zurkowski, the president of the Information Industry Association (IIA), in his proposal to the National Commission on Libraries and Information Science (NCLIS) in 1974 (Behrens, 1994). Forest Woody Horton, an American information scientist, proposed in 1983 to design and offer information literacy courses (Horton, 1983). It has been over 40 years since the concept of “Information Literacy” was first suggested. According to the revised Rules and Regulations on Libraries in Institutions of Higher Education (Ministry of Education of the People's Republic of China, 2016) released by the Ministry of Education of the People’s Republic of China (hereinafter referred to as the “MOE of the PRC”) on January 2016, “the academic libraries shall attach great importance to information literacy instruction, strengthen the development of systematic information literacy courses and seek improvements and innovations in freshman orientation and lectures by leverage of modern educational technologies.”. In July 2017, the Information Literacy Instruction Working Group, which is a subcommittee of the Steering Committee for Academic Libraries of China (SCAL) of the MOE of the PRC, issued The Guiding Opinions on Further Strengthening Information Literacy Instruction by the Institutions of Higher Education (Exposure Draft) (the Information Literacy Instruction Working Group of the Steering Committee for Academic Libraries of China (SCAL) of the MOE of the PRC, 2017) (hereinafter referred to as the “Guiding Opinions”) to define that, “Embedded instruction is an educational form in which colleges and universities integrate information literacy instruction into their specialized courses or generalknowledge courses, improving students’ professional information literacy with clearly pre-set targets, and this form of instruction usually requires the collaboration and coordination among different departments and administrations of the college or university. ” The Guiding Opinions further prescribed that embedded instruction is one of the major forms of information literacy instruction employed by colleges and universities
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