面向本科新生通识写作课的嵌入式教学实践探索——以南方科技大学图书馆为例

[目的 /意义]通过对南方科技大学图书馆嵌入本科新生通识必修课“写作与交流”的信息素养教学案例研究，为高水平研究型大学图书馆在“培养拔尖创新人才”背景下开展面向低年级大学生的学术写作通识课程的嵌入式教学提供参考与借鉴。[方法 /过程]基于近5年的教学合作，对信息素养与写作的整合式教学模式进行探索与分析；并通过构建嵌入式信息素养教学评估模型，以学生学习效果为出发点，采用直接评价和间接评价对教学效果进行综合评估。[结果 /结论]写作能力与信息素养能力呈正相关。本科新生的信息素养能力结构和特点不同于高年级学生，图书馆在开展信息素养教学时应注重信息思维与认知的培养，通过全流程嵌入、翻转课堂、混合式教学等模式提升教学效果。

[Purpose/Significance] The collaboration between the instructor of a general-purpose course "Writing and Communication" and information literacy(IL) librarian teachers at Southern University of Science and Technology provides a new embedded teaching cooperation scheme for an undergraduate writing course. This new model can help college academic librarians design more active ways to teach embedded IL class in general-purpose writing courses for freshmen and sophomores against the background of cultivating "top innovative professionals". [Method/Process] Based on the teaching collaboration between the librarians and the instructors in the past five years, we explored and analyzed effective and integrated teaching models of embedded IL education. Focusing on assessment and student's learning outcome, we constructed an embedded IL teaching evaluation model to comprehensively evaluate student's learning outcome, which includes both direct and indirect evaluation. The direct assessment includes five evaluation indicators: information awareness, information inquiry and access, information evaluation, information management and utilization, and information regulation and security. The indirect evaluation is a "librarian-writing instructor" dual assessment based on students' course papers, in which the librarian and the writing instructor rate students' IL skills and writing skills independently and then compare the assessment results. The librarian scrutinizes students' work under the rubric of search strategy, resource selection and reference standardization; and the writing instructor examines the critical thinking, essay structure and writing style of students' papers. The comparison of the scores on writing and information use of students' papers provide quantitative evaluation on the correlation of students' writing and information skills.[Results/Conclusions] There is a positive correlation between IL and writing performance. College freshmen differ from senior students in IL competence in many ways due to their lack of information training and of limited exposure to various academic scenarios. Thus,besides teaching basic searching skills, instructors should also help students build up information awareness and competence by situating IL teaching in specific writing tasks in an integrated teaching model. By collaborating with writing instructors, the embedded information session is more contextualized, and therefore a "process-based" IL development can be demonstrated to students. Other new pedagogical approaches such as flipped classroom also help to enhance teaching and learning.