Study On Information Literacy Education For Primary And Secondary School Teachers In The United States From Multiple Participation Perspective

With the continuous development of information society and the continuous advancement of Educational Informatization process,information literacy has become one of the key competencies that students must have in the new era.How to cultivate and improve students' information literacy has become an important issue for education.It requires teachers to have good information literacy to train students to be innovative talent with information literacy.Information literacy is a core professional competencies that teachers should have at this stage.It is an important part and important goal of Educational Informatization,and also a powerful booster for improving the professional development of teachers in the information era.The information literacy movement in the United States started earlier than other countries.And the States also pays attention to the cultivation of teachers' information literacy at an early stage.The government,professional associations,universities and other social forces jointly participate in the education of teachers' information literacy.The research object of this paper is the information literacy education for primary and secondary school teachers in the United States,and the research perspective is multiple participation.Literature research method,comparative research method and case analysis method are used to analyze the main ways and influences of the participants in information literacy education for primary and secondary school teachers in the United States.After realizing the important role of teachers in cultivating talents and improving comprehensive national power,the government launched a series of reforms to promote teacher informatization.The federal government plays a basic support role by promulgating a series of policies and allocating special funds.Many state boards of education makes clear requirements about information literacy in the professional teaching standards and the accreditation of teacher certification.Various non-governmental professional associations formulate relevant information literacy standards to provide guidance for the development of state standards and college training plans.Teacher education institutions carry out information literacy cultivating and training by setting up information literacy courses and special projects.Businesses and public libraries provide abundant learning resources for teachers.Multiple participation of the information literacy education of primary and secondary school teachers in the United States are coming by the effective intervention from the government,the extensive participation from non-governmental forces and the cultivation of teacher education institutions make.At the same time,it also has practical problems,such as limited educational authority of federal government,the lack of coercive force of folk participation,the training difficulty caused by the changing connotation of information literacy,etc.Draw lessons from the experience of multiple participating in teacher information literacy education in the United States to accelerate the information literacy education of teachers in China.We need to mainly do as the followings: continuous attention and support from policy;shorten the standard update cycle;combing information literacy standards with the teacher certification system;encouraging the participation of diverse forces;make the advantages of the library come into play;strengthen cooperation between teacher education institutions and primary and secondary schools.