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Research on the Reform of Information Literacy Education Based on the OBE Concept

Author(s)

Yi Xing*

Affiliation(s)

Library of Inner Mongolia University of Science and Technology, Baotou, Inner Mongolia, China *Corresponding Author.

Abstract

This paper elucidates the necessity of integrating the Outcome-Based Education (OBE) concept into information literacy education within university libraries. It begins with a clear definition of the OBE concept and proceeds to analyze its relevance to information literacy education. Based on a thorough review of related research, the paper proposes strategies for developing an OBE-aligned information literacy curriculum in university libraries. These strategies encompass offering tiered, differentiated courses tailored to various educational stages, designing diverse instructional activities, and enhancing continuous assessment to comprehensively evaluate educational outcomes. By embedding the OBE concept throughout the entire information literacy curriculum, the paper emphasizes the importance of assessing students’ practical skills, aiming to provide innovative approaches to the reform of information literacy education in university libraries.

Keywords

OBE; Outcome-based Education; University Libraries; Information Literacy

References

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