驾驭未来的课堂

Q2 Social Sciences

Journal of Information Literacy Pub Date : 2024-06-02 DOI:10.11645/18.1.553

Elizabeth Hutchinson

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引用次数: 0

摘要

本文探讨了人工智能（AI）对学校信息素养（IL）的变革性影响，倡导范式转变。文章强调了学校图书馆员在利用人工智能方面的作用，特别是通过探究学习技能框架（FOSIL），将信息素养无缝融入课程。针对图书馆员对人工智能的犹豫不决，文章强调了图书馆员接受这项技术的迫切性，并将自己定位为驾驭伦理考量的重要指导者。文章的讨论强调了探究式学习的重要性，它与智能学习的目标相一致，并使学生为人工智能驱动的未来做好准备。文章设想了一个合作的未来，在这个未来中，图书馆员将以明确的角色和框架（如 FOSIL）为武器，为塑造教育做出积极贡献。文章呼吁教育工作者、图书馆员和政策制定者进行集体探索，以确保采用综合方法培养学生应对未来的挑战和机遇。

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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Navigating tomorrow's classroom

This article explores the transformative impact of Artificial Intelligence (AI) on information literacy (IL) in schools, advocating for a paradigm shift. It emphasises the role of school librarians in leveraging AI, especially through the Framework Of Skills for Inquiry Learning (FOSIL), to seamlessly integrate IL into the curriculum. Addressing librarian hesitancy towards AI, the article stresses the urgency for librarians to embrace the technology and position themselves as essential guides in navigating ethical considerations. The discussion underscores the importance of inquiry-based learning, aligning with IL goals and preparing students for an AI-driven future. It envisions a collaborative future where librarians, armed with clear roles and frameworks like FOSIL, actively contribute to shaping education. The article calls for collective exploration by educators, librarians, and policymakers to ensure a holistic approach in preparing students for the challenges and opportunities of the future.

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来源期刊

Journal of Information Literacy Social Sciences-Library and Information Sciences

CiteScore

1.40

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： JIL is an international, peer-reviewed journal that aims to investigate information literacy in all its forms to address the interests of diverse IL communities of practice. To this end it publishes articles from both established and new authors in this field. JIL welcomes contributions that push the boundaries of IL beyond the educational setting and examine this phenomenon as a continuum between those involved in its development and delivery and those benefiting from its provision. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The journal is published under the Gold Open Access model, because the CILIP Information Literacy Group believes that knowledge should be shared. It is therefore free and requires no subscription. In addition authors are not required to pay a fee to be published in JIL. The Journal of Information Literacy is published twice a year. Additional, special themed issues are also possible and the editor welcomes suggestions. JIL has an acceptance rate of 44% for articles submitted to the journal.