First, the connotation of normal students' information literacy
1. Understanding of "Literacy"
The word "cultivation" in China's Ci Hai means "diligent in self-cultivation, such as artistic cultivation and literary cultivation". This explanation emphasizes the acquisition process of literacy, pointing out that literacy is the result of long-term "practice". English's explanation of literacy focuses on the result and has two meanings: first, it means that it is knowledgeable and educated, and is mostly used by scholars; The other layer refers to being able to read and write, being literate and facing the public. No matter from the process or the result, the two people's understanding of literacy has a dynamic development point of view. Therefore, we can understand literacy in this way: (1) Literacy can be cultivated the day after tomorrow, and the cultivation of literacy will depend more on environment and education; (2) The cultivation of literacy is a process of gradual development from low to high, and people need to constantly improve their literacy to meet the needs of social progress and their own development; (3) Literacy is multifaceted and interrelated; (d) Cultivating literacy is in line with the all-round development of human beings.
Based on the above understanding, we believe that the information literacy of normal students should be analyzed from two aspects: "survival" and "occupation".
2. Define information literacy from the survival level of people in the information society.
The word information literacy was first put forward by Paul, president of American Information Industry Association. It was put forward by Paul Zurkowski in 1974. He pointed out: "All people who have been trained to apply information resources to their work are called people with information literacy. They studied and used a large number of information tools and main sources of information to get answers to questions. " By 1989, the American Library Association defined information literacy as follows: "If you want to be an information literate person, you should be able to identify when you need information and have the ability to determine, evaluate and effectively use the information you need." Entering the 2 1 century, with the further development of the information society, the connotation of information literacy will be more abundant. In the discussion of many domestic experts, the views of Zhang Yibing and Li Yi from Nanjing Normal University are more practical. They pointed out: from a technical point of view, information literacy should be located in information processing; From the psychological point of view, we should focus on solving information problems; From a sociological point of view, it should be oriented to information exchange; From the cultural point of view, it should be positioned in the pluralistic construction ability of information culture.
3. Define information literacy from the future career needs of normal students.
Normal students, as future primary school teachers, are engaged in primary education and teaching. From the perspective of information theory, the process of education and teaching itself is the process of obtaining, analyzing, processing, transmitting and receiving educational information. Improving teaching performance is a quality that a qualified primary school teacher should possess. As we all know, the cultivation of primary school students' information literacy is not the task of a single subject teacher, but a systematic project of all teachers and schools. Therefore, the cultivation of primary school students' information literacy will penetrate into the "integration" of various disciplines. In this way, for normal students, information literacy has two more tasks: "education, teaching" and "integration".
Second, modern educational technology-the main position of normal students' information literacy training
In order to cultivate normal students' information literacy, two courses, Modern Educational Technology and Computer Application Basis, are offered in the compulsory course of general education in normal universities. In addition, according to their own conditions and other specific conditions, different schools have set up many elective courses around information literacy and organized many related student associations. However, from the author's research and investigation results, the teaching of "modern educational technology" has always been the main position of information literacy education for normal students. The specific reasons are as follows.
1. Judging from the changes in the content system of textbooks,
Since 1984, the author has been engaged in the teaching and research of "modern educational technology" for normal students, which can be said to be a witness to the continuous improvement of "information literacy" requirements for normal students. The earliest textbook of modern educational technology is called "Fundamentals of Audio-visual Education" or "Fundamentals of Practical Audio-visual Education", because the main channels of "educational information dissemination" in China schools at that time were mostly traditional educational media and conventional audio-visual media. Later, with the development of information science and technology, the textbook Modern Educational Technology was constantly updated. Especially with the popularization of multimedia computer and network technology, the teaching materials of Modern Educational Technology are constantly updated to meet the needs of information literacy training. For more than twenty years, the author has participated in compiling five textbooks of Modern Educational Technology. In 2004, he participated in the compilation of Modern Educational Technology, the latest textbook for primary education in colleges and universities in China, which was commissioned by the Ministry of Education and organized by Higher Education Press, and further realized the "promotion" of the central content of "information literacy". The textbook is edited by Professor Wang of Northeast Normal University, presided over by the professor, and completed by experts such as Beijing Normal University and representatives of some key teachers in China. The outstanding feature of the new textbook is the combination of foundation and times; Combination of systematicness and practicality; While paying attention to the basic theory of information technology and teaching design, it also pays attention to the operation of multimedia technology and network technology for normal students, highlighting the central concept based on the development of "information literacy" for normal students.
2. From the perspective of "integration" of information technology and subject teaching.
With the gradual implementation of the new curriculum plan for various subjects in primary schools, the research on "integration" between information technology and subjects (hereinafter referred to as "integration") has become a prominent theme in current teaching and research. By analyzing the papers on "integration" published in recent years, such as Research on Audio-visual Education, Audio-visual Education in China and Audio-visual Education in Primary and Secondary Schools, it is not difficult to see that "integration" is not only an important way to improve primary school teaching performance, but also an important practical channel to cultivate primary school students' information literacy. In normal universities, "integration" is only one of the main contents for normal students to learn "modern educational technology". The concrete manifestations are: the analysis of various educational media; Learning of instructional design; Construction of learning resources; Application of network information; And the performance evaluation of "integration". Therefore, these contents of the course Modern Educational Technology provide a concrete operation plan and theoretical basis for the cultivation of normal students' "information literacy".
Thirdly, the cultivation of information literacy of normal students at present.
There is no doubt that the course of Modern Educational Technology is the main position for normal students to cultivate their information literacy. However, according to the author's investigation and analysis, there are many aspects worth thinking about, such as the following.
1. Information literacy is an important prerequisite for normal students to realize lifelong learning in the future.
Lifelong education is a brand-new educational concept in the information society, and information literacy is a prerequisite for lifelong learning for normal students, because only those with information literacy can better understand how information is organized, how to find and use information, and how to learn. Experts at home and abroad generally believe that the purpose of information literacy training is to teach students how to learn. In the research report of 1998, the Information Literacy Committee of the University of Wisconsin in the United States pointed out: "In a complex and changeable environment, higher education must help students become people with information literacy. Information literacy can make students realize the value of information and make correct choices in personal life, work and university study by using information. Students with information literacy can effectively collect, evaluate, organize, synthesize and utilize information in different forms, contents and sources. Information literacy requires people to keep learning and evaluating information. Only in this way can lifelong learning be possible. "
2. The cultivation of information literacy is a systematic project of normal education.
The cultivation of normal students' information literacy is not only a problem of a department or discipline, but also a systematic project of teacher education that is related to whether normal students can adapt to the needs of social development in the future. Our practical experience is that the school should divide the general goal of information literacy training for normal students into sub-goals that are convenient for departments, grades and disciplines to use performance technology to evaluate. It is necessary to establish an all-round and three-dimensional training environment with compulsory courses "Modern Educational Technology" and "Computer Application Basis" as the leader, elective courses such as "Information Retrieval" and "Special Lecture on Information Technology Application" as the extension, community activities such as "Network Technology Association" and "Computer Application Association" as the base and digital campus as the support. Let the "information literacy" of normal students develop anytime and anywhere.
3. Establish grade assessment system and hierarchical training mode.
The establishment of grade assessment system and hierarchical training mode is based on the five-year experiment of "Jiangsu Education Science Ninth Five-Year Plan" funded by us. The project won the first prize of provincial educational scientific research. The reasons are as follows: firstly, the original "information literacy" of normal students before entering school is quite different because of their different places of origin; Secondly, according to the theory of multiple intelligences, even the normal students from the same place have different abilities in information technology. In addition to making up the price difference on the basis of "pre-evaluation", a successful experience is to establish a grade assessment system and a hierarchical training model. The rating is divided into three grades: qualified, good and excellent. Normal students can apply for the examination many times during their study in school, and the number of examinations is unlimited. Before they are satisfied with their assessment results, passing is the lowest line. The assessment of information literacy is divided into written test of basic theory, operation of basic skills and demonstration of application ability. Hierarchical training mode refers to the perfection of key elements, the popularization of the public and the supplement of defects. At ordinary times, the key elements are emphasized as the core, and collaborative learning is carried out by snowballing, and the results of collaboration are included in the assessment of key elements to reward outstanding people.
4. Establish a network platform for information literacy training.
Relying on digital campus, establishing a network platform for information literacy training is an indispensable part of building an all-round information literacy environment. Because normal students' learning is no longer confined to the classroom, they can develop their own personality and specialties according to their own needs and hobbies, and study independently or cooperatively. Constructivism holds that learners should give full play to their initiative and enthusiasm in the learning environment created by teachers, such as situation, cooperation and dialogue, construct the meaning of what they have learned at present, and use what they have learned to solve practical problems. Students are active builders and users of knowledge. Teachers are only the instructors and organizers of the teaching process and the promoters and helpers of meaning construction. Practice has proved that the use of network platform will better help students to actively construct. Our successful approach is to establish a "student-aided network" and an "information literacy forum" related to information literacy in addition to the online learning management of normal students on the campus network. The "student-aided network" is usually online by relevant teachers in turn, trying to answer and help students solve related problems in time; Every section of the "Information Literacy Forum" is presided over by the backbone of information literacy among normal students according to their own expertise, and the teacher gives guidance from time to time. In addition, teachers have set up their own special e-mail box to communicate with students through various channels.
5. Establish a network system of continuing education for normal graduates.
In the process of sampling survey of primary schools in many provinces and cities, we feel a brand-new pressure, that is, in today's market economy, normal colleges and universities should be their unshirkable responsibility as working machines to train normal students and follow up with graduates. From the perspective of development, the popularity of the Internet and the gradual realization of the "school-to-school communication" project in primary schools will make it possible for normal universities to follow up with graduates. With the progress of the times, the information literacy of primary school teachers will continue to need to be improved. Normal universities can bring graduates into the "after-sales service" system through the network and the established network training system. We believe that the key to solve this problem is the development consciousness of "modern big education" led by schools. This is also a provincial key topic that we will declare in the next step, and experts' guidance and peer participation are welcome.