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Informationliteracyandpedagogy
The1994AustralianNationalBoardofEmployment,EducationandTrainingreportDevelopinglifelonglearnersthroughundergraduateeducationnotesthat‘learningtolearn’isamajorconcernofalleducationalsectorsandthat
Itinvolvesthehigherorderskillsofanalysis,synthesisandevaluation,theabilitytothinkcritically,toconstructmeaningandreconstructunderstandinginthelightofnewlearningexperiences.Courseswherereflectivepracticeiscentralinevitablyhelpstudentsdevelopintoindependentlearnersmuchmorereadilythanthosewhosefocusisontheacquisitionofalargebodyofknowledge.5(格式)
Informationliteracydevelopmentmultipliestheopportunitiesforselfdirectedlearning,asstudentsbecomeengagedinusingawidevarietyofinformationsourcestoexpandtheirknowledge,askinformedquestions,andsharpentheircriticalthinkingforstillfurtherselfdirectedlearning.Achievinginformationliteracyfluencyrequiresanunderstandingthatsuchdevelopmentisnotextraneoustothecurriculumbutiswovenintoitscontent,structure,andsequence.Informationliteracyisavalidatedconstruct6whichcanbeincorporatedintheinstructionaldesignofprograms.Thiscurricularintegrationalsoaffordsmanypossibilitiesforfurtheringtheinfluenceandimpactofstudentcentredteachingmethodssuchasproblembasedlearning,evidencebasedlearning,andinquirylearning.Guidedbyacademicsandothersinproblembasedapproaches,studentsreasonaboutcoursecontentatadeeperlevelthanispossiblethroughtheexclusiveuseoflectures,textbooksandcollectionsofreadings.Totakefullestadvantageofproblembasedlearning,studentsmustoftenusethinkingskillsrequiringthemtobecomeeffectiveusersofinformationsourcesinmanylocationsandformats,therebyincreasingtheirresponsibilityfortheirownlearning.