Data Research on Information Literacy Instruction Model in English

Reading Course in the New Media Environment

Jinfeng Tang

Foreign Language School, Wuhan Business University, Wuhan, Hubei, China

Keywords: New Media Environment, Information Literacy, Process-Based Reading Instruction.

Abstract: Information literacy becomes increasingly important with the development of information network

technology and new media. Undergraduates, in particular, are faced with diverse, abundant information

choices in their academic studies and daily lives. In order to utilize mass unfiltered proliferating information

effectively, undergraduates need to raise questions about its authenticity, validity, and reliability before

evaluating and understanding it. Reading and writing are closely related with information. Testing students’

reading effect by evaluating their writing output, and integrating information literacy instruction into

extended reading and writing-from-sources activities, is conducive in language teaching in the new media

age, as reading ability, writing competency and information literacy can effectively complement and

promote each other. This paper focuses on the process-based information literacy instruction model of

undergraduate reading course in the new media environment; through data analysis of pre-programme and

post-programme survey results, it hopes to provide new pedagogical insights for related research in the field

of new media development and modernized education.

https://orcid.org/0000-0002-3114-2250

This essay is the achievement of university-level

ideological and political demonstration course—An

Introduction to Chinese Culture, and municipal

university teaching and research project[2021083].

1 INTRODUCTION

As human beings enter the new media era, a variety

of unfiltered information is flooding their studies

and daily lives. Different ideologies, cultures and

values make young students pursue more diverse

values and have more distinct personality

characteristics. How to screen out valuable

information need from massive information, how to

learn and realize knowledge innovation, and how to

improve the ability to acquire, utilize, process and

exchange information—in another words, enhancing

students’ information literacy—is an important

indicator for college education in the current new

media and modernized information environment.

Paul G. Zurkowski, former President of the U.S.

Information Industry Association, was the critical

figure laying the foundation of information learning

by developing the term “Information Literacy” in

1974. He believed that “training in application of

information resources led people to learn techniques

and skills for utilizing the wide range of information

tools and and primary sources in applying

information solutions to their problems”. Research

institutions around the world have carried out

extensive exploration and in-depth research on how

to improve information literacy, and put forward a

series of new ideas on the definition, connotation

and evaluation criteria of information literacy. In

1999, The University of Texas at Austin carried out

TILT (Texas Information Literacy Tutorial) research,

that is a web-based, educational site designed to

teach undergraduates fundamental research skills

(Elizabeth, 1999).

In 1987, Patrieia Breivik defined “Information

Literacy” as “the basic ability to identify, select and

acquire information channels, grasp and store

information on the basis of understanding and

providing information”. In 2000, the Association of

College & Research Libraries defines information

Tang, J.

Data Research on Information Literacy Instruction Model in English Reading Course in the New Media Environment.

DOI: 10.5220/0011911900003613

In Proceedings of the 2nd International Conference on New Media Development and Modernized Education (NMDME 2022), pages 347-355

ISBN: 978-989-758-630-9

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

347

literacy as “a set of integrated abilities

encompassing the reflective discovery of

information, the understanding of how information

is produced and valued and the use of information in

creating new knowledge and participating ethically

in communities of learning” (Association of College

& Research Libraries, 2000). The United States

National Forum on Information Literacy defined

information literacy as “the ability to know when

there is a need for information, to be able to identify,

locate, evaluate, and effectively use that information

for the issue or problem at hand” (National Forum

on Information Literacy, 2022).

Table 1: Information Literacy Framework

Information literacy is essential to success for

undergraduates either in their college performance

and in their daily lives. Higher education should

ensure continued growth of undergraduates in

universities as well as throughout their career. They

should grow to be informed citizens and have the

intellectual abilities of reasoning and critical

thinking. Information literacy extends learning

beyond step-by-step passive learning process, when

undergraduates learn to identify, access, evaluate,

manage, and use information effectively and

ethically. Nevertheless, many undergraduates often

find it confusing where to obtain needed information

for a specific assignment, which may hinder them

from accessing the latest information, cutting-edge

technologies effectively and efficiently. Based on

this fact, the researchers want to survey the

information literacy skills among the undergraduates

in Wuhan Business University, China.

2 THE THEORY AND CURRENT

SITUATION OF THE

COMBINATION OF READING,

WRITING AND INFORMATION

LITERACY

In the book The Psychology of Written Composition,

Carl Bereiter and Marlene Scardamalia believed the

“reflective discovery of information” implies

reading for comprehension, and “creating new

knowledge” means that educators must do all they

can to help students move from knowledge telling to

knowledge transforming when students write

research papers (Carl Bereiter & Marlene

Scardamalia, 1987). In her book Reading, Research,

and Writing: Teaching Information Literacy with

Process-Based Research Assignments, Mary Snyder

Broussard strongly argues that students need

additional support in reading and writing in order to

develop strong information literacy skills, it does not

necessarily argue that librarians should be

responsible for directly teaching college subjects

(Mary Snyder Broussard, 2017).

In 2003, Rolf Norgaard of the University of

Colorado proposed the concept of “Writing

information literacy,” in which he believed that

writing ability is strongly related to information

literacy ability. Both are repetitive processes of

acquiring information, evaluating information,

integrating information, and thinking critically and

innovatively (Norgaard, 2003). Susanna Cowan

from University of Connecticut argues that

information literacy is nothing more than a

combination of reading, writing, and critical

thinking (Susanna, 2014). In 2017, Israel R. Odede

from Delta State University, Abraka launched a

research to “investigate information literacy

self-efficacy skills of postgraduate students”, and

Odede emphasized more attention should be given

in the use of meta-cognitive learning strategies to

enable postgraduate students increase their

information literacy in various aspects (Israel,

2017).

In China, many scholars and universities have

also conducted relevant research on the relationship

between reading, writing and information literacy in

the field of New Media Development and

Modernized Education. Based on the UNESCO

media and information literacy assessment

framework, Li Jincheng

from Hangzhou Dianzi

University utilized multivariate analysis of variance

and optimal scale regression to investigate the

factors affecting media literacy (Li, Wang, 2017).

The results show that digital reading time and other

variables have significant positive effects on college

students’ media literacy and information assessment

ability. This suggests that we can improve the

information literacy level of college students by

NMDME 2022 - The International Conference on New Media Development and Modernized Education

348

scientifically guiding their digital reading practice

activities.

Yang Li and Zhang Yixi from Southern

University of Science and Technology, analyzed the

core concept of “writing information literacy”,

suggesting integrating information literacy into

college writing courses (Yang, Zhang, 2022). The

faculty members of the college writing and

information literacy education at the Southern

University of Science and Technology have been

working together to integrate information literacy

education in the first year’s writing course since

2018, and the practice has produced desirable

outcomes. This successful experience provides new

pedagogical insights for “writing information

literacy”.

3 METHODS

Based on the previous theoretical and practical

research, this article will present a blended teaching

model in reading course, which aims to integrate

extensive and informative reading, source-based

writing assignments for the sake of enhancing

college students’ information literacy. For this

purpose, undergraduate students from Wuhan

Business University, who major in translation, have

finished pre-programme and post programme

surveys that assessed their level of information

literacy in their second college year.

Table 2: Information Literacy Survey Questions

Specific knowledge of the skills addressed in this

area by the questionnaire

1. Identif

information need

Question 1: I can identify a research topic, or other

information need through conferring with instructors

and discussing with partners.

Question 2: I can develop a thesis statement and

formulate questions based on the information need.

Question 3: I can identify a variety of types and

formats of potential sources for information.

Question 4: I can consider the costs and benefits of

uirin

the information need.

2. Access information need effectively and

efficientl

Question 5: I can select the most appropriate

investigative methods or information retrieval systems

for accessing the information need.

Question 6: I can construct and implement

effectively-designed search strategies.

Question 7: I can extract, record, and manage the

information and its sources.

3. Evaluate and incorporate information into

knowled

e base

Question 8: I can evaluate information and its sources

critically and incorporates selected information into

knowled

ase an

value s

stem.

4. Use information effectively to accomplish a

specific purpose

Question 9: I can, individually or as a member of a

group, uses information effectively to accomplish a

ecific

ose.

5. Use information ethicall

and le

all

Question 10: I can understand many of the economic,

legal, and social issues surrounding the use of

information and accesses and uses information

ethicall

all

Here are the specific questions in the survey,

which aims to evaluate students’ information literacy

from 5 main aspects in accordence with the

performance indicators of Information Literacy

Competency Standards for Higher Education. In the

second year, the students majoring in translation

take the reading course, while the teacher have

carried out “the Information literacy instruction

model in English reading course in the new media

environment” to enhance students’ information

literacy. Through comparative data analysis, it is

hoped that the instruction model can effectively

improve students’ information literacy.

4 PROCESS-BASED BLENDED

TEACHING MODEL IN

READING COURSE

Focusing on “New English Reading Course 3”

published by Higher Education Press, which is

applicable to sophomores majoring in English, the

reading course emphasizes the training of language

skills, including students’ English reading

comprehension ability, logical thinking ability such

as hypothesis judgment, analysis and induction,

reasoning and testing. At the same time, the course

aims to improve the students’ ability of integrated

analysis, implicit information understanding,

analyzing and appreciating skills; cultivate students’

critical thinking ability, innovation ability, ability to

analyze problems and put forward opinions

independently. In addition, it also pays attention to

cultivating students’ sensitivity and tolerance to

cultural differences and flexibility in dealing with

cultural differences, as well as their intercultural

communication ability. The target students have

generally passed the CET-4, and have basic reading

and writing ability, certain critical thinking ability

Data Research on Information Literacy Instruction Model in English Reading Course in the New Media Environment

349

and basic cross-cultural awareness. However, their

reading and writing ability needs to be further

improved. There is still much room for improvement

in writing accuracy, logic reading, thinking and

exploring ability.

In order to better present the blended teaching

design, the third unit The Art of Communication is

selected as an example. There are two articles in the

unit, Text A Solve That Problem—with Humour and

Text B In Defence of Small Talk, of the two, Text A

is the key learning text. Based on the close relation

among reading, writing and information literacy

skills, this article intends to prove from the

instruction process in reading course for English

majors in universities that integrating reading and

writing has the potential to make information

literacy instruction much more meaningful and

effective.

4.1 Blended Teaching Model (First

Session)

The reading course adopts on-line and off-line

blended teaching model. Each unit will cost two

weeks: four periods in class, four periods off the

class. Here comes the teaching design for the first

session, that is teaching design for the first week.

4.1.1 Blended Teaching in The Early Stage

(Pre-Class Preparation Stage):

Analyze and Confirm Information

Need

At the preparation stage before the reading course,

the teacher needs to work with students to determine

the teaching objectives, teaching topics and time

arrangement of the unit. In order to better evaluate

the effect of students’ critical reading and extended

reading, it is necessary to integrate writing and other

production tasks, consolidate students’

understanding of reading materials, and help them

analyze and confirm the information they need. One

week before this unit, the teacher will upload two

TED talk videos —10 Ways to Have a Better

Conversation, and How Miscommunication Happens

and How to Avoid It to the online teaching platform,

to help the students understand communication

skills, the factors that lead to poor communication,

and the importance of effective communication. The

pre-class production objective can be decomposed

into two sub-objectives:

(1) Complete the blank-filling questions and

comprehension questions designed for the TED talk

videos;

(2) The whole class should collaborate online to

complete the expression bank of text A. They need

to make clear the pronunciation, meaning and usage

of key and difficult words in the text; browse the

notes of the text to understand the author and the

main characters, events and other related

background knowledge.

In her book Reading, Research, and Writing:

Teaching Information Literacy with Process-Based

Research Assignments, Mary Snyder Broussard is a

great believer that in order to develop strong

information literacy skills, students need additional

support from teachers in reading and writing

activities. Writing and reading are closely associated

with critical thinking and deep learning, and

writing-from-sources assignments can be extremely

powerful educational experiences for students

(Richard Menary, 2007). Through

production-oriented approach, the teacher can

inspire students to explore the unknown, offer

guidance on how best to determine and access

information need, incorporate selected information

to help themselves accomplish a specific purpose

and realize effective production, thus establishing

the context for effective and productive learning.

4.1.2 Blended Teaching Process in the

Middle Stage (In-Class Deep Learning

Stage): Expand Information Channels,

Access and Evaluate Information

In the deep learning stage, the teaching design relies

on the production-oriented approach put forward by

Professor Wen Qiufang from Beijing Foreign

Studies University. Based on the current situation of

college English teaching in China,

Production-oriented Approach (POA), advocates the

integration of learning and application, and

constructs “motivating- enabling-assessing”

teaching process (Wen, 2015).

The Motivating Phrase. In the motivating

phrase, the teacher designs a communication scene,

and asks three students to make a one-minute talk in

combination with their own life experiences, social

cases or the two shared TED talks. Students are

asked to discuss effective communication skills in a

three-step process —“Thesis Statement, Supporting

Details, and Reiteration”. The one-minute

presentation is in line with the knowledge objective

of this unit, “mastering exemplification essay”.

Through the one-minute demonstration, students can

make clear their own deficiencies in language

expression, content and structure, so as to generate

NMDME 2022 - The International Conference on New Media Development and Modernized Education

350

learning desire under the guidance of the teacher’

comments, establish learning objectives, and

contribute to their final communicative output.

The Enabling Phrase. In the enabling phrase,

in-depth study of the theme, structure, content and

language knowledge of text A is carried out.

(1) Structural level: When analyzing the

structure of text A, the teacher should not only lead

students to analyze the theme, cases and key

sentences of the text, but also strengthen after-class

reading to broaden students’ horizons. Meanwhile,

the teacher should also play the video

Exemplification Essay: Definition and Examples, let

the students intuitively grasp the characteristics of

exemplification essay structure, to ensure effective

output of the students later after the class.

(2) Content level: After completing the reading

comprehension questions and strengthening their

understanding of the details of the text, the students

will work within a team to find arguments,

supporting cases, and dig into the author’s intent and

the logic behind the language.

(3) Language knowledge level: The teacher will

guide the students to find out the words and

structures related to exemplification essay, making

up sentences, fulfilling translation and other

exercises, and complete the paraphrasing practice of

difficult sentences in the text.

Through the two phrases of motivating and

enabling, students can master the reading materials,

understand the main framework of exemplification

essay in class, so as to lay the foundation for the

subsequent writing task.

Production-oriented approach adheres to

learning-using integrated principle and

input-enabled hypothesis. Professor Wen Qiufang

classifies “reading” as input learning, “writing” as

output or using, therefore integrating “reading” and

“writing” is in line with the learning-using

integrated principle. Meanwhile, the teacher

providing appropriate input can help students

achieve better performance.

By means of qualitative and quantitative studies,

Li Feipeng, Li Xuwei from Baoding University

found that compared with traditional lecture-style

classroom teaching, POA Theory applied in English

reading and writing class under the framework of

output-driven and input-enabled hypothesis can

innovate the traditional approach of English

teaching and promote students’ ability to think and

practice (Li, Li, 2020). In addition, the interaction

between the teacher and students, students’

autonomous learning capacity can be also effectively

strengthened.

4.1.3 Blended Teaching in the Later Stage

(Post-Class Extended Learning Stage):

Integrate, Evaluate and Use Online

Applicable Information to Accomplish

a Specific Purpose

The post-class extended learning stage can also be

called as “production” stage. At this stage, the

students are encouraged to integrate online resources

and evaluate applicable information, use information

effectively to accomplish a specific purpose—to

produce an exemplification essay.

The teacher will share the extended reading

materials The Etiquette of Making Conversation, and

ask the students to read the excerpts. In text A, there

is a sentence, “Humour is a most effective, yet

frequently neglected means of handling the difficult

situations in our lives”, the students need to share

their opinions. In order to effectively promote

students’ output, the teacher should encourage

students to design questionnaires, extract examples

and data, and meanwhile learn from the structure of

the reading materials, and upload the writing output

to the online iwrite platform for correcting. Students

are required to submit their first drafts to the online

writing platform.

Such writing-from-sources tasks can help

students improve and support reading

comprehension. They can also be encouraged to

engage in reflective writing while they continue to

read their information sources. Such writing can

trigger critical thinking and direct students’

information- seeking, information-integrating and

reading activities. The students will essentially know

the importance of effective and rational evaluation

and selection of information from various resources,

and learn to utilize online applicable information to

accomplish a specific purpose. By designing

questionnaires, extracting examples and data from

the online application, the students can develop

research mindset, which is “greatly lacking in most

undergraduate papers” (Richard L, 1982). And of

course, the on-line writing platform can help prevent

plagiarism among students.

4.2 Blended Teaching Model (Second

Session)

Here comes the teaching design for the second

session, that is teaching design for the second week.

Data Research on Information Literacy Instruction Model in English Reading Course in the New Media Environment

351

4.2.1 Blended Teaching in the Early Stage

(Pre-Class Preparation Stage):

Analyze and Confirm Information

Need

According to the correcting suggestions of the

online writing platform and the self-assessment

checklist shared by the teacher, the students will

revise their first drafts from three aspects: language,

content and structure.

Table 3 Self-Assessment Checklist

Dimension S

ecifications Scale

Introduction

Does the 1st sentence

grab

the readers’ attention?

Does the 1st paragraph

gives an overview of the

essay?

Does the 1st paragraph

contain a thesis

statement— the main

idea of an essay?

[1] [2] [3]

[4] [5]

[1] [2] [3]

[4] [5]

[1] [2] [3]

[4] [5]

Body

Paragraphs

Do the body paragraphs

have separate points that

support the thesis

statement?

Are all the arguments

backed up with

examples?

Is every paragraph

dedicated to a single,

large and well-developed

example?

[1] [2] [3]

[4] [5]

[1] [2] [3]

[4] [5]

[1] [2] [3]

[4] [5]

Conclusion

Does the final paragraph

remind the readers of all

the main essay points?

Doesn’t the last

paragraph

go into detail?

Doesn’t the conclusion

have any new

information?

Does the last sentence

leave the strong final

ression?

[1] [2] [3]

[4] [5]

[1] [2] [3]

[4] [5]

[1] [2] [3]

[4] [5]

[1] [2] [3]

[4] [5]

Students learn text B In Defence of Small Talk by

themselves, read text-related notes to understand the

author and the background knowledge, the main

characters and events, complete the reading

comprehension questions to strengthen their

understanding of the details of the text, complete

related comprehension exercises and unit language

exercises.

4.2.2 Blended Teaching in the Middle Stage

(In-Class Deep Learning Stage):

Expand Information Channels, Access

Information, Stimulate International

Perspective

At this stage, “Teacher-Student Collaborative

Assessment” (TSCA) mechanism is utilized to

evaluate students’ output. Machine evaluation, peer

evaluation and teacher’s feedback will help the

students expand their information channels, enhance

their grasp of the exemplification essay. Students

will evaluate essays of each other in a group, and the

teacher will give suggestions for revision. Three

students’ essays will be selected to analyze the

typical problems, so as to strengthen students’

output capability. After that, the students will make

necessary revisions and present the second draft, or

the final draft.

The teaching design at this stage will be

conducive to students’ critical appreciation and

analytical ability, can help internalize students’

thinking habits, improve their thinking mode, so as

to lead them to think deeply and cultivate their spirit

of independent thinking and bold questioning.

The following figure shows the realization model

of “Teacher-Student Collaborative Assessment”

(TSCA) with the help of the writing platform,

through the comprehensive and multi-angle

assessment mechanism of “machine evaluation,

students’ self-assessment, peer evaluation and

teacher’s feedback”.

Table 4 Teacher-student cooperative evaluation model

based on online writing platform

After the assessing phrase, the students will

further strengthen the input of language structure and

content knowledge, work with the teacher to

complete text B related exercises. Next comes the

extensive reading and comprehension phrase. It is

said “humor has been traditionally given little respect

in Chinese culture mainly due to the Confucian

emphasis on keeping proper manners of social

NMDME 2022 - The International Conference on New Media Development and Modernized Education

352

interactions. Confucius once ordered to execute

humorists for having ‘improper performance’ before

dignitaries in 500 BC. Important as it is, humor was

not valued by the Chinese and was often considered

as less important factor in ration to creativity, and

ideal Chinese personality” (Yue, Feng, Lu, 2016).

The teacher should guide the students analyze the

differences between the humor in western culture

and in Chinese culture. Through extensive reading of

Lin Yutang’s essay On Humor, research for

information and discussion, the students will have an

objective understanding about humor, think about the

positive significance of Confucianism’s emphasis on

social education function of humor in ancient

Chinese history. On this basis, they will further grasp

the correct cultural concept to deal with the

differences between Chinese humor and Western

humor. Such reading and discussion activities can

help exercise students’ critical thinking ability,

strengthen their cultural confidence, and cultivate

their intercultural communication consciousness.

4.2.3 Blended Teaching in the Later Stage

(Post-Class Extended Learning Stage):

Integrate, Evaluate and Use Online

Applicable Information to Accomplish

a Specific Purpose

At the post-class extended learning stage, the

students can further integrate online authentic

information

to fulfill the comprehension tasks on the

online teaching platform. The teacher first share the

extended reading material “Top Ten Tips for

Effective Cross-Cultural Communication”. Students

read the excerpts and discuss the topic “5 Basic

Rules of Cross-Cultural Communication” basing on

their own life experience and social cases. Their

discussion output should be in line with the

three-step process— “Thesis Statement, Supporting

Details, and Reiteration”. The discussion output can

stimulate students’ deep thinking, and strengthen

their understanding and mastery of the structure of

exemplification essay. The teacher will review and

summarize the students’ overall output in the next

class.

In a word, the extended learning stage is helpful

to promote students’ literacy and ability in obtaining,

using and integrating information in the information

and new media society.

5 SURVEY RESULTS AND

DISCUSSION

Through half-a-year instruction, 63 undergraduate

students have finished the questionnaire. Among the

63 students, 61 of them, 13 male students and 48

female students submitted the pre-programme

questionnaire. 31 of them haven’t taken Information

Literature Searching Course or course of the same

type. And after the programme also 61 students

partook in the survey, 49 female students and 12

male students. Here below are the results of the

pre-programme and post-programme surveys.

Specific questions

Percentage (the data in the first row indicates the survey result before the programme; the data in the

second row indicates the survey result after the programme)

Question 1

strongly agree generally agree agree disagree strongly disagree

18.3% 26.23%

40.98%

14.75% 0%

19.67% 68.85% 8.2% 3.28% 0%

Question 2

9.84% 26.23% 44.26% 19.67% 0%

40.98% 40.98% 13.11% 4.92% 0%

Question 3

13.11% 26.23% 40.98% 19.67% 0%

40.98% 40.98% 14.75% 3.28% 0%

Question 4

13.11% 24.59% 39.34% 21.31% 1.64%

40.98% 36.07% 11.48% 11.48% 0%

Question 5

9.84% 24.59% 47.54% 18.03% 0%

37.7% 39.34% 16.39% 6.56% 0%

Question 6

13.11% 11.48% 49.18% 24.59% 1.64%

39.34% 32.79% 19.67% 8.2% 0%

Question 7

8.2% 21.31% 49.18% 21.31% 0%

37.7% 31.15% 26.23% 4.92% 0%

Question 8

8.2% 26.23% 52.46% 13.11% 0%

47.54% 29.51% 18.03% 4.92% 0%

Question 9

14.75% 19.67% 44.26% 21.31% 0%

45.9% 32.79% 16.39% 4.92% 0%

Question 10

9.84% 21.31% 49.18% 18.03% 1.64%

40.98% 36.07% 14.75% 8.2% 0%

Figure 1 Pre-programme and Post-programme Survey Results

Data Research on Information Literacy Instruction Model in English Reading Course in the New Media Environment

353

The survey contains 10 5-level scale questions,

all are multiple-choice questions. Overall, students

expressed a very positive experience with the

teaching model and instruction. Among all these

questions, students expressed their most confidence

in question 8, and question 9. They have more

confidence in evaluating information and its sources

critically and incorporating selected information into

their knowledge base and value system. Meanwhile,

they show more confidence, in using information

effectively to accomplish a specific purpose. And the

students show the least confidence in identifying

research topics. When asked such a question “Have

you ever taken Information Literature Searching

Course or course of the same type”, the students

show much more willingness, 73.77% of them

express they are liable to take such course, whileas

the former result is 21.31%.

The survey results are encouraging, as there is

dramatic increase in the statistics of the 10 5-level

scale questions concerning different aspects of

information literacy. Therefore, the conclusions can

be thus drawn that the “information literacy

instruction model of English reading course in the

ew media environment” can effectively enhance the

students’ information literacy.

Under the background of new media and

modernized education, the improvement of

information literacy plays a crucial role in

broadening students’ channels for information

acquisition, improving their efficiency in

information access and their information sorting and

processing ability.

Table 5 Information Literacy Instruction Model in English Reading Course in the New Media Environment

The “information literacy instruction model in

English reading course in the new media

environment” broadens students’ channels for

information acquisition, improves their efficiency of

information access and improves their information

sorting and processing ability. In other words, the

instruction model integrates knowledge, literacy and

ability organically. It not only pays attention to the

cultivation of solid English language foundation and

comprehensive application ability, but also takes

into account the cultivation of cross-cultural

communication capability, critical thinking ability,

humanistic information literacy and international

vision. To be more specific:

First, in the extended reading phrase, the teacher

selects materials related to students’ actual life to

create real communicative output situations to

stimulate students’ output motivation, guide students

to establish a positive and optimistic life attitude,

outlook on life, and values.

Second, in order to ensure students’ effective

output and enhance their information literacy, on the

one hand, the teacher share and encourage students

to search for more authentic information by

themselves, introduce the online questionnarie

application, the online writing platform, the online

testing platform and online document editing

platform, to guide students to design questionnaires

to collect data and examples to support arguments;

on the other hand, the teacher-student collaborative

evaluation (TSCA) mechanism has been introduced

into the classroom. The comprehensive and

multi-angle evaluation system, including machine

evaluation, students’ self-assessment and mutual

NMDME 2022 - The International Conference on New Media Development and Modernized Education

354

evaluation, and teacher’s feedback and comment, is

conducive to cultivate students’ critical thinking

ability and information literacy, which conforms to

the teaching objectives of this course.

6 CONCLUSION

To sum up, in order to essentially promote students’

information literacy and productive competence,

process-based information literacy instruction need

to provide a more accurate picture of the inseparable

nature of reading and writing-from-sources process.

With the help of the online questionnarie

application, the online writing platform, the online

testing platform and online document editing

platform, the information literacy instruction model

in English reading course in the new media

environment can effectively promote the

collaboration between teachers and students,

cultivate students’ autonomous learning ability and

appreciation ability, internalize their thinking habits,

improve their way of thinking, lead them to think

further, enhance their ability to collect, screen

information, process and exchange information, so

as to improve their information literacy and

comprehensive language ability, and realize the

all-round development of students’ humanistic

information literacy.

REFERENCES

Association of College & Research Libraries, (2000).

Information Literacy Competency Standards for

Higher Education, Chicago.

Carl Bereiter&Marlene Scardamalia, (1987). The

Psychology of Written Composition. Hillsdale, NJ: L.

Erlbaum Associates.

Elizabeth A. Dupuis, (1999). “TILT: Planning and

Development.” UGLI Newsletter, June.

Israel R. Odede, (2017). A Comparative Analysis of

Information Literacy Self-efficiency Skills of

Postgraduate Students in Library Schools in

South-south, Nigeria. Library Philosophy and

Practice.

Li Feipeng, Li Xuwei, (2020). On the Practice of College

English Reading and Writing Course from the

Perspective of POA Theory. Open Journal of Modern

Linguistics, 10, 560-568.

Li Jincheng, Wang Hui, (2017). The Impact of Digital

Reading on College Students’ Media Literacy: An

Empirical Study Based on the Media and Information

Literacy Assessment Framework[J]. Journal of

Publishing and Distribution Research, (06), 85-89.

Mary Snyder Broussard, (2017). Reading, Research, and

Writing: Teaching Information Literacy with

Process-Based Research Assignments. Chicago:

American Library Association for the Association of

College and Research Libraries.

National Forum on Information Literacy, (2022). “What is

the NFIL?”. Archived from the original on

2012-01-16. Retrieved July 25.

Norgaard R, (2003). Writing Information Literacy:

Contributions to a Concept[J]. Reference & User

Services Quarterly. 43(2), 124—130.

Richard L. Larson, (1982) . “The ‘Research Paper’ in the

Writing Course: A Non-form of Writing,” College

English, 44, NO. 8 , 813.

Richard Menary, (2007). Writing as Thinking[J].

Language Sciences, 29, no. 5, 621–632.

Susanna M. Cowan, (2014). Information Literacy: The

Battle We Won That We Lost? Portal: Libraries and

the Academy, 14, no. 1, 23–32.

Wen Qiufang, (2015). Developing a Theoretical System of

Production-oriented Approach in Language

Teaching[J]. Foreign Language Teaching and

Research, 47(04), 547-558+640.

Yang Li, Zhang Yixi, (2022). Research on Integrated

Teaching of Information Literacy and Writing Course

for Freshmen: A Case Study of Writing and

Communication Course in Southern University of

Science and Technology[J]. Library Journal, 41(01),

91-97+113.

Yue Xiaodong, Feng Jiang, Lu Su, Hiranandani Neelam,

(2016). To Be or Not To Be Humorous? Cross

Cultural Perspectives on Humor. Frontiers in

Psychology. 7, 1-10.

Data Research on Information Literacy Instruction Model in English Reading Course in the New Media Environment

355