臺灣

圖書館學與資訊科學教育在資訊時代愈顯重要了，因為它對圖書館事業的影響是顯而易見的。本文主要在比較我國(臺灣地區)與印度之圖書館學與資訊科學教育，全文分為四大部份，包括：1.緒言，描述研究動機和研究方法； 2.我國與印度圖書館學與資訊科學教育發展之介紹；3.我國與印度圖書館學與資訊科學教育之比較；4.結論與建議。

The Education of Library and information science is more important in information age, for its impact to librarianship is evident. This paper mainly compares the library and information science education between Taiwan and India. Four aspects are discussed: 1.introduction, describing research motivation and research method; 2.introduction of the development of the library and information science education in Taiwan and India; 3.comparsion of library science and information science education between Taiwan and India; and 4.conclusion and recommendation.

國內高等教育正進行大學評鑑，圖書資訊學教育指南是教育的基礎與評鑑的依據，十分重要，亟待研究。本研究旨在建構臺灣的圖書資訊學教育指南，首先蒐集國際與英美等國之圖書資訊學教育標準與指南，以及我國相關研究，利用內容分析法研訂臺灣圖書資訊學教育指南芻議；再進行焦點團體法研究。焦點團體訪談會共舉辦四場，分別邀請圖書資訊學系所教師、圖書資訊學系所主任、圖書館館員、與圖書資訊學研究生參與討論圖書資訊學教育指南之要件與內涵共識。本研究最後建構圖書資訊學教育指南，其內容涵蓋圖書資訊學定義與範圍、教育任務與目標、課程、教師團隊、學生、行政管理、教學資源與設施等7大項，27小項，40個分項指標；本指南適用範圍涵蓋大學部、研究所（碩士班、博士班）、專業學程與繼續教育。本指南經中華圖書資訊學教育學會2008年年會討論獲得通過並公佈實施。

The Library and Information Science Education Guidelines play an important role in outlining the criteria for evaluating higher education in Taiwan. This study focuses on the development of those Guidelines. Having first assessed the relevant research in this area, we collected library and information science education standards and guidelines currently used in the U.K. and the U.S.A. The content analysis method was then used to draft the Preliminary Guidelines for Library and Information Science Educational Programs in Taiwan. Four focus group interviews were conducted to obtain a consensus on the key elements and content of the Guidelines. Participants of these interviews came from four target groups of Guidelines, namely, teachers in library and information science departments, directors of library and information science departments, librarians, and graduate students from library and information science graduate institutes. The final Guidelines covered seven categories: the definition and scope of the discipline of library and information science, the task and objectives of the discipline, curriculum, faculty, students, administration, teaching resources and facilities. Under the seven categories were 27 items and 40 indexes. Approved by the 2008 Annual Conference of the Chinese Association of Library and Information Science Education, these Guidelines are applicable to universities, graduate institutes, degree programs, and continuing education departments in Taiwan.

二十一世紀是知識經濟時代，知識已成為組織機構中最重要的資源，即使大學這種非營利組織也開始關注知識管理的相關議題。圖書館是人類知識的寶庫，而大學圖書館更是大學的心臟，其在所屬大學導入知識管理相關活動時，應可扮演舉足輕重的角色。本研究採用文獻分析與問卷調查法，調查臺灣的大學圖書館進行知識管理相關活動之現狀與態度，研究者普查臺灣175所大專校院圖書館，回收有效問卷168份，回收率為96%。研究結果呈現從學校與圖書館的角度，受調圖書館對內部/外部/顯性/隱性知識之管理、知識交流、隱性知識顯性化等層面現在的表現與未來的規劃；此外，亦排序了圖書館主管認為在推動知識管理相關活動時之困難與阻礙因素。本研究期望使大學了解大學圖書館在知識經濟時代擔任全校知識管理中心之可能性，並使大學圖書館主管與館員了解其可能扮演的新角色。

The twenty-first century is the era of knowledge economy; knowledge is more important than ever for any organization. Universities are also beginning to pay attention to knowledge management. The library is the treasure of human knowledge, and a university library is the heart of the university. When the university implements knowledge-management related activities, the university library should play a decisive role. This study utilizes the methodologies of literature review and questionnaires to survey the current status and attitudes of implementing knowledge-management related activities in Taiwan’s academic libraries. The author sent out 175 questionnaires and there were 168 effective ones replied (the return rate is about 96%). The findings were presented from the university’s and library’s viewpoints, showing the current performance and future planning of the management of internal / external/ explicit / tacit knowledge, knowledge interchange, and the transformation of explicit to implicit knowledge. In addition, the difficulties and obstacles of implementing KM are also identified. The author anticipates the research results will help people realize the possibility of permitting the university library perform as a knowledge-management center, and help the library director and librarians of the university library understand their responsibility and new roles in this knowledge economy era.

宏觀鑑定自1990年代開始發展，迄今已有加拿大、荷蘭、澳洲、紐西蘭等國採行，可知此種鑑定方法已受到國際上重視。本文以宏觀鑑定適用於國內中央政府層級機關為探討重點，並以行政院之下的教育部為例。首先透過文獻分析，了解加拿大與澳洲實施宏觀鑑定的情況，並採用訪談法與焦點團體法，邀集學者專家與中央層級政府機關檔案管理人員，共同討論宏觀鑑定在臺灣政府機關實施之可行性與問題。

The macroappraisal approach has been developed since 1990. So far, several countries have adopted this method, such as Canada, Netherland, Australia, New Zealand, etc. This paper focuses on macroappraisal in the governmental institution, with special reference to the Ministry of Education of Taiwan as an example. It starts with a literature review, which shows the implementation of macroappraisal approaches in Canada and Australia. This is followed by interviews with scholars and staff of governmental archives, using the focus group approach as the research method. The interviews will be discussed to evaluate the extent to which acroappraisal is applicable in Taiwanese governmental agencies, as well as potential problems.