Students' Information Literacy Education To Cultivate Information Ethics Research

The rapid development of information technology brought us many advantages,but unprecedented multi-moral problems arose at the same time. Its impact on theundergraduates is enormous and worrying. The impactful development ofundergraduate information-ethic education in our country was studied in this articlefrom four parts and some constructive suggestions were delivered.In the first part, the development history of four concepts including informationliteracy, information-literacy education, information ethic, information-ethiceducation were reviewed and the author's comprehension in the connotation andextension of these concepts was educed. Compared the development of undergraduateinformation-ethic education in some developed countries such as America with that inour country, disparities were pointed out.Presenting the configuration of information literacy, the second part laidemphasis on demonstrating the status of undergraduate information literacy in theirintegrative literacy as well as the status of information ethic in undergraduateinformation literacy. And the important significance of enhancing undergraduateinformation-ethic education in the information society was stressed.In the third part, through the investigation and thinking about the undergraduateinformation-ethic education both here and abroad, some conclusions were drawn: (1)The issue of information ethic is attached to not only one country but also all over theworld. Some information ethic affairs which were encountered by youth in developedcountries also arise frequently in our country. (2)The significance ofinformation-ethic education lies not only in the cultivation of undergraduateinformation ethic, but also in promoting the integral moral buildup of the informationages. (3)The target of the information-ethic education in our country is not very clear,the content is not complete and the theoretical frame is not very reasonable;There arestill many confused concepts and indistinct cognition exiting during theinformation-ethic education practice;The new social ethic problems in theinformation ages have been neither recognized enough nor resolved against time;Theapproach and method of undergraduate information-ethic education haven't beencognized clearly and the practice is still behindhand;The evaluation measure of theundergraduate information literacy and information-ethic level is still simply;Thedirective evaluation measure system has not been established.Some opinions to resolve the above problems have been put forward also in thethird part. Practices of developing information-ethic education in some countries suchas America were compared. Based on that and considering both the situation of ourcountry and the actuality of developing information-ethic education in our highereducation, some conclusions were drawn: The ideal aim of the undergraduateinformation-ethic education in our country is the formation of self-ethic based on theconscience;Though induction and comparison, the undergraduate information-ethiceducation was divided into four modules including beginning computer courses,literature searching courses, "Two Courses" and extracurricular activities, then thecontents and operation patterns of each module were designed;Six principles inundergraduate information-ethic education were put forward that it should becultivated during the information activity, coherence and continuity of the educationinfluence should be combined, positive factor should be carried forward and negativefactor should be get over, autonomy and heteronomy should be combined, Tradition andmodern should be combined, nationality and globality should be combined;Five methods tocultivate the undergraduate information-ethic were probed into;The evaluation of theundergraduate information-ethic education which is based on the framework ofdummy curriculum, modular content, dispersive process and itemized managementwere discussed;Some problems that should be paid attention to in this evaluationwere pointed out.In the last part, the hindrance in the development and research of theundergraduate information-ethic education were analyzed and then the prospects ofthe undergraduate information-ethic education were anticipated.Though some opinions to resolve some of the above problems have been putforward in this article, further research is demanded to find solutions to this problemsbecause of the author's limited capacity.