兒童資訊素養之思考技能教學內涵及檢核

Abstract

資訊素養強調資訊的定義、搜尋、選擇、組織、評鑑的過程，然而從資訊的定義開始，每一項皆須以思考技能來對資訊進行分析和評斷，但現今的資訊素養教學往往僅教導學生資訊利用的程序性知識，而為針對思考技能來加以培養，因此本文以兒童認知發展、認知學習和批判性思考及創造性思考來探討兒童資訊素養教學應含括之思考技能內涵，並發展出兒童資訊素養能力自我檢核表，期望能提供從事資訊素養教學的國小教師、圖書館員及教學設計者做為參考。

Information literacy education is currently emphasized on the learners` mental processes of defining, locating, selecting, organizing, evaluating information. For each stage of process, learners` thinking skills become essential in order for information analysis and assessment. Unfortunately, most instructions in information literacy education laid much focus on students` procedural knowledge such as how to use information, instead of teaching them how to think, organize, and evaluate information. Therefore, this paper aims to discuss what an information literacy for children should have, by reviewing and synthesize several learning theories, such as cognitive developmental theory, cognitive learning theory, critical thinking and creative thinking, and so on. This paper also develops a rubric of assessment for children information literacy. This paper provides a reference for elementary school teachers, librarians or instructional designers to teach information literacy for children.