圖書館服務學習動機與觀感

本研究目的主要探討學生參與圖書館服務學習活動對專業成長之觀感，以及學生的參與動機與阻礙因素等。研究結合質與量的研究方法，蒐集學生參與之反應資料。研究結果歸納出「專業知能」、「服務價值」與「人際關係」三大類別之專業成長觀感。在參與動機方面，學生對於動機因素的同意程度依序為：「知識技能」、「社會經驗」、「人際關係」、「成就與奉獻」、「社群影響」以及「自我成長」；在阻礙因素方面，學生對於阻礙因素的同意程度依序為：「外在阻礙」、「內在阻礙」以及「人際阻礙」。

This study examined students' views on the effect of library service learning activities on their professional growth as well as students' motivations for, and reasons against, participating in library service learning activities. Using a combination of qualitative and quantitative approaches, this study collected data on students' responses to library service learning activities. The study found that students's professional growth, as a result of library service learning activities, included "professional knowledge," "service value," and "social networking." Students' motivations for participating in library service learning activities included "knowledge and skills," "social experience," "social networking," "achievement and devotion," "community influence," and "self-growth." Students' reasons given for being against participating, included "external barrier," "internal barrier," and "social barrier." This study contributes to our understanding of students' perceived effectiveness of Library Service Learning and makes recommendations based on its findings for schools and students.