Breaking the mold of knowledge imposition: reconstruct the digital literacy education model in academic libraries under the Scottish enlightenment
DOI:
https://doi.org/10.47989/ir31iConf64129Keywords:
Digital literacy, Academic library, Digital literacy education, Theoretical researchAbstract
Introduction. This paper examines a new model of digital literacy education (DLE) in academic libraries. How Scottish Enlightenment ideas provide philosophical reflection and reference for DLE in contemporary academic libraries and break through the traditional knowledge imposition model.
Method. Drawing on Adam Smith’s theory of moral sentiments, David Hume’s theory of habit, and Adam Ferguson’s theory of spontaneous order, the study explores a new model of DLE consisting of three elements: space, resources, and librarians.
Analysis. The model covers how to build the real and virtual digital literacy space, how to develop resources to strengthen students’ learning subjectivity, and how librarians need to change traditional teaching methods.
Results. Academic libraries need to create digital literacy learning situation that integrates physics and virtual, develop structured digital literacy training courses, interactive self-learning tools, open education resources, practical digital literacy programs, and other resources. Librarian should become guider, maintainers of order, and evaluators of educational effectiveness.
Conclusions. Academic libraries should integrate educational and psychological theories, consolidate the philosophical foundation of DLE, and reconstruct the construction, integration, and presentation of resources with students as the center
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