International Conference of Education, Research and Innovation (ICERI),2011,14-16(11):5523-5532. 提取：（2页，4-15行）
原文：I will thus analyze the results of an assignment in a class of Swedish
pupils learning French as a foreign language. The assignment is to find information, in groups, about a francophone author and to present it in a way that involves several skills. The most important task is to present the information using Glogster, a social network that allows users to create free interactive posters. A glog, which stands for graphical blog, is an interactive poster, in which the public can interact with the content. The users can insert different elements, such as text, images, photos, audio files or video files into their glogs, creating thus a multimedia presentation instrument. The glog can be published on the site of Glogster, which means that it can be shared with other users. It can also be embedded in wikis or blogs, and shared via other social networks such as Facebook or Twitter. In structuring the assignment I will make sure that ICT will not
only be used as a tool for retrieving information. Even if this aspect is a part of the assignment, since the pupils have to find information in a first step, the form of the Glogster forces the pupils to process this information in many different ways in order to present it. The point is that the presentation must be understood by the other pupils in the class, so the information cannot be presented in the form in which it has been found originally. The pupils will for instance not be allowed just to insert a link to an Internet site with information about the author in question, since such information requires too much time in order to be understood by their classmates. That is why an oral presentation will be made in which the glog will be used as a form of support. 译文：我将分析一类的瑞典学生学习法语作为外语的分配结果。任务是找寻信息，
在群体中，“法语作家和以某种方式涉及的几个技能现在。最重要的任务是提供信息的使用glogster，社会网络，允许用户创建免费的互动海报。一个博客，这是图形的博客，是一个互动的海报，其中公共与内容交互。用户可以将不同的元素，如文本，图像，照片，音频文件或视频文件到他们的glogs，创建多媒体演示仪。这个蒟蒻可以发表在glogster网站，这意味着它可以与其他用户共享。它也可以被嵌入在维基或博客，并通过其他社交网络如facebook或推特共享。
在构建作业我会确保ICT不仅可以用来作为一种工具，用于检索信息。即使
这方面的任务的一部分，因为学生需要在第一步骤中找到的信息，glogster形式迫使学生处理这些信息，在许多不同的方式来呈现它。关键的一点是，必须提出其他学生在课堂上的理解，因此信息不能表现在它已经被发现原
来。学生们将例如不允许只插入一个链接到一个有问题的作者信息的网站，因为这些信息需要太多的时间是由他们的同学了解。这就是为什么一个口头报告将在它的博客将被用来作为一种形式的支持。
3 中文图书：
检索的数据库：阿帕比数据库
检索式：书名（文献检索）AND目录（教学） 检中条数：1
将检索到的每篇文献按照参考文献标准格式输出：
[1] 秦殿启.文献检索与信息素养教育［M］．南京大学出版社 .2008（8）．
提取：（255页，1-14行）
８．１．２ “文献检索课”的教学改革
高校图书馆应以读者第一、服务育人为宗旨，健全信息服务
体系，做好信息服务工作。“文献检索课”必须根据新情况、新特征与时俱进，适应数字时代的需求，积极进行教学的改革。 １．教育模式改革
传统的教育模式表现为家长式、封闭性、权威性，教育信
息相对固定。随着网络泛化，信息传播打破了国界区域限制，教育工作需关注大学生的独立思考和自我教育，在启发引导的基础上努力实现大学生主动参与信息教育过程，在参与中发挥主体作用，这种互动式教育模式将是信息素养教育的最佳选择。 ２．教育内容改革
在数字化时代，要强化对大学生进行人文精神、科技精神、
改革精神、人格精神的教育，使信息教育的内涵更加丰富。一些
新观念如无形资产的观念、竞争情报的观念、时间和效益的观念、信息素养的观念、知识产权的观念、拼搏与进取的观念、诚信与公平的观念、权利与义务的观念等等也应纳入教育内容体系中。 4外文图书: 检索的数据库：Ei
检索式：((($literature $retrieval $class) WN ALL) AND
(($teaching) WN ALL)) AND (1969-2015 WN YR) (((literature retrieval class) WN All fields) AND ((teaching) WN All fields)) 外文检索词选取思路：
首先通过CNKI查询全部范围中查询，在检中文献中的关键字和
摘要中找到对应的英文翻译，然后再搜索引擎中查找相应的英文的翻译，综合比较考虑，确定检索词的全部范围。
文献检索课 literature retrieval class 文献检索教学 Literature retrieval teaching 兴趣 Interest 教学 teaching
教学效果teaching effect
检中条数：18
将检索到的每篇文献按照参考文献标准格式输出：
[1] Sziray, S.W. Jr.A comparison of three instructional
approaches in teaching the use of the abridged readers' guide to periodical literature[M].Journal of Educational Technology Systems.1984.
提取：（3-2页，2-9行）
原文：The age of information is upon us and as educators one
must teach students how to retrieve information. Three instructional delivery systems were compared for effectiveness in the teaching of library media information retrieval skills. These were: (1) microcomputer-based courseware, (2) lecture, and (3) independent-reading. The eighth grade English classes at the Butler Middle School were randomly selected for placement in one of the above groups. As a result of the study, the statistical analysis indicated that the microcomputer-based courseware was identical in instructional effectiveness to the lecture approach. In addition, both the microcomputer-based and the lecture approach were more effective than the independent-reading method.
译文：信息时代的来临，作为教育工作者必须教学生如何检索信息。
三教学传递系统进行了比较有效的图书馆媒体信息检索技能教学。这些问题是：（1）基于微机的课件，（2）的演讲，和（3）的独立阅读。第八年级的英语课在巴特勒中学随机抽取放置在一个以上的组。作为这项研究的结果，统计分析表明，基于微机的
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