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Construction of the Evaluation Indicator System of Postgraduates' Information Literacy in P.E.Institute

机译：p.e.Institute in Prodraduate'信息素质评价指标体系的构建

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摘要

According to scientific principles, operational principles, representative principles, systemic principles, and the combination of qualitative analysis and quantitative evaluation principles, with the use of Delphi method, 4 firstlevel indicators including information demand, information knowledge, information capacity and information ethics, and 15 second-level indicators and their weights are constructed on the base of the experience selection. Information demand mainly includes having good sense of information, and identifying and conveying information needs accurately. It is the prerequisite of enriching information knowledge and improving information capacity. Information knowledge mainly includes being able to master theoretical and practical knowledge of information, being able to recognize and choose appropriate information source, and mastering certain ways and methods for retrieving. Information knowledge is the basis of information accomplishment. Information capacity includes the capacity of collecting, analyzing, evulating and using, etc. It's the core of information literacy. Information ethics is the moral behavior and moral quality that the college students display during the process of obtaining and using information, and certain safety awareness and safety skills. Because of the operational complexity of the evaluation indicator system of information literacy, more additional and detailed factors should be considered and new adjustments should be made according to the continuous change of college students' information literacy behavior.
机译：根据科学原则，运营原则，代表性原则，系统原则以及定性分析和定量评估原则的结合，利用DELPHI方法，4个FirstLevel指标，包括信息需求，信息知识，信息能力和信息伦理，以及15第二级指标及其重量构建在体验选择的基础上。信息需求主要包括具有良好的信息感，并准确识别和传送信息。这是丰富信息知识和提高信息能力的先决条件。信息知识主要包括能够掌握对信息的理论和实践知识，能够识别和选择适当的信息源，并掌握某些方法和方法进行检索。信息知识是信息成就的基础。信息能力包括收集，分析，演示和使用等的能力。这是信息素养的核心。信息伦理是大学生在获得和使用信息过程中显示的道德行为和道德品质，以及某些安全意识和安全技能。由于评估指标制度的信息素养的运营复杂性，应当考虑更多额外和详细的因素，并根据大学生信息素养行为的不断变化进行新的调整。

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