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Our study aims to take a closer look at China’s current information literacy(IL)program standards at secondary schools and to analyze their level of success and/or failures in a comparative way with those of the United States in terms of fulfilling their each other’s mission-oriented mandates.Our research findings show that China’s current IL standards of high schools contain a disproportionate emphasis on information technology(IT).Moreover,the stipulations of these IL standards are narrowly construed and without being solidly grounded on a broad and comprehensive educational perspective.We also suggest that there are two underlying causes for this set of unsound IL standards in China.Firstly,there is a lack of collaboration between two major competing forces engaged in the curricular development and research of IL in China:Those professionals in educational IT discipline vis-à-vis those in Library and Information Science.Secondly,library professionals have a very limited influence on major socio-cultural policies,even at their own institutions.As a result,this paper recommends the following three possible measures,which may help remedy this situation strategically:1)Establishing a set of new IL curriculum standards based on an IL-centered educational perspective;2)establishing a teacher-librarian’s training program to promote school librarians’role in IL education;and 3)strengthening the research and development of an online IL education program and an accompanied evaluation mechanism.
Our study aims to take a closer look at China’s current information literacy (IL) program standards at secondary schools and to analyze their level of success and / or failures in a comparative way with those of the United States in terms of fulfilling their each other’s mission -oriented mandates. Our research findings show that China’s current IL standards of high schools contain a disproportionate emphasis on information technology (IT). More over, the stipulations of these IL standards are narrowly constructed and without being solidly grounded on broad and comprehensive educational perspective We also suggest that there are two underlying causes for this set of unsound IL standards in China. Firstly, there is a lack of collaboration between two major competing forces engaged in the curricular development and research of IL in China: Those professionals in educational IT discipline vis-à-vis those in Library and Information Science. Secondarily, library professionals have a very limited influ ence on major socio-cultural policies, even at their own institutions. As a result, this paper recommends the following three possible measures, which may help remedy this situation strategically: 1) Establishing a set of new IL curriculum standards based on an IL- centered educational perspective; 2) establishing a teacher-librarian’s training program to promote school librarians’role in IL education; and 3) strengthening the research and development of an online IL education program and an accompanying evaluation mechanism.