信息素养教育赋能新质人才培养的理论逻辑与实践路径
The Theoretical Logic and Practical Pathways of Information Literacy Education Empowering the Cultivation of New-Quality Talents

新质人才是能够时刻洞察经济变化、把握经济命脉的、秉持创新、协调、绿色、开放、共享新发展理念的、拥有沉着、稳定、灵活思维的精尖人才。信息素养是指个体运用多样化的信息工具和资源，高效解决复杂问题的能力。加快形成新质生产力，新质人才需要在新时代的背景下，运用大量信息工具，掌握信息资源解决问题的能力。新质人才的培养与信息素养教育之间存在着内在的理论逻辑：一方面，新质人才的培养焕发信息素养教育新的生机与活力。另一方面，信息素养教育是加速新质人才培养成功的关键要素。近年来，智能化时代已经成为人们生活中不可分割的一部分。因而，信息素养教育赋能新质人才培养存在着巨大的现实挑战：转变育人方案、培养高水平信息创新人才、解决职业教育被冷落的现象、促使信息素养教育高水准对外开放。基于问题提出四点实践路径：建立国家、经济、社会三方位协同推进的信息化“育人观”；多角度、全方位、深层次培养高水平信息创新人才；推动高等教育、职业教育与信息产业链高适配发展；加速形成信息赋能的世界新质人才培养中心。
New-quality talents are elite individuals who possess the ability to constantly perceive economic changes, grasp the economic pulse, adhere to the new development concepts of innovative, coordinated, green, open, and shared development, and exhibit calm, stable, and flexible thinking. Information literacy refers to an individual’s capacity to utilize diverse information tools and resources to efficiently solve complex problems. To accelerate the formation of new-quality productivity, new-quality talents must, in the context of the new era, employ numerous information tools and master the ability to solve problems with information resources. There exists an inherent theoretical logic between the cultivation of new-quality talents and information literacy education: on the one hand, the cultivation of new-quality talents brings new vitality and energy to information literacy education. On the other hand, information literacy education is a crucial factor in accelerating the successful cultivation of new-quality talents. In recent years, the intelligent era has become an inseparable part of people’s lives. Consequently, there are significant realistic challenges in empowering the cultivation of new-quality talents through information literacy education: transforming educational approaches, nurturing high-level information innovation talents, addressing the neglect of vocational education, and facilitating a high-level opening-up of information literacy education. Based on these issues, four practical pathways are proposed: establishing an informatization “education concept” that is collaboratively advanced by the state, economy, and society; cultivating high-level information innovation talents from multiple perspectives, comprehensively, and in-depth; promoting a high degree of adaptation between higher education, vocational education, and the information industry chain; and accelerating the formation of a world center for cultivating new-quality talents empowered by information.