Chapter OneINTRODUCTION
1.1 Background of the Study
We are now in an era of information. Castells pointed out “The quality ofinformation and one’s efficiency in acquiring and processing it now constitute thestrategic factor in both competitiveness and productivity for firms, regions andcountries” (1996, p. 2). Baudrillard stated “We live in a world where there is more andmore information and less and less meaning” (2017, p. 5). And information has alsofound its way into school and exerted strong effects on Education. In the educationalcontext of China, the College English Curriculum Requirements has proposed a newteaching model----computer-and classroom-based teaching model: “This model shouldincorporate into it the strengths of the current model and give play to the advantages oftraditional classroom teaching while fully employing modern Information Technology”(2017, p. 5). Therefore, there is an urgent need to integrate information technology intocollege English curriculum based on the instruction of information literacy.
1.1探讨背景
我们现在正处于一个信息时代。卡斯特指出，“质量信息和效率的采集和处理，现在构成的公司，地区和国家的竞争力和生产力的战略因素”（1996年，第2页）。鲍德里亚说：“我们生活在一个世界里，有越来越多的信息和越来越少的意思是”（2017年，英语论文，第5页）。信息还发现它的方式进入学校，并施加了强大的对教育的作用。背景下，中国在教育，大学英语课程教学要求“提出了一个新的教学模式----电脑和基于课堂的教学模式：”这种模式应该纳入目前模型的优势和发挥优势传统的课堂教学的同时，充分应用现代信息技术“（2017年，第5页）。因此，英语毕业论文，迫切需要信息技术整合到大学英语课程的基础上指令的信息素养。
Since the term “information literacy” was first coined by Zurkowski in 1974, itsunderstanding has been varied from person to person. A wealth of literature aboutinformation literacy is reviewed in Chapter Two. A large number of researchers havepointed out that numerous literature is constrained to library and information sciencefields (e.g. Arp, 1990; Behrens, 1994; Grassian, 2017). The result is that teachers whodon’t major in these disciplines often have a vague perception of information literacy.Accordingly, this often causes the difficulty in integrating information technology incurriculum. Although these challenges have been troublesome in implementinginformation literacy into curriculum, discussions and studies on information literacy arenonetheless becoming increasingly hot in higher education. Since then, Ratteray (2017)confirmed there has been a shift towards outcomes, especially student learningoutcomes. As Saunders considers, information literacy is often seen as a learningoutcome because it “provides an opportunity to improve student’s knowledge and abilities, habits of mind, and skills throughout their program of study” (2017, p. 317).Accordingly, it indicates there has been a shift towards information literacy in schools.Information has been exploding with the rapid development of technology,especially computer and networks. CALL has been widely used in second languageteaching and learning. Accordingly, teachers’ role has been changed. In the traditionaleducation, teachers are served as explainers and center of the class. His or her role hasbeen changed to a coach or a guide as well as an instructor (Burk, 1998; AASL, 2017).
In the information environment, being student-centered is dominated in the classroomrather than being teacher-centered. In the technology-enhanced environment, teachersshould transform their traditional role to accommodate the contemporary needs ofcollege English teaching. Information technology has been widely applied in collegeEnglish curriculum. Net-work based English teaching has been a proved efficient wayto promote colle
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