林麗娟

隨著Internet的普遍，在新世紀的學習環境中，教學不再侷限於傳統的教室，而擴展至能夠涵蓋來自全世界的學生、專家，分享彼此的學習經驗。網際網路改變學生學習的方式，然而網際網路所提供的資源往往過於龐大，以至於人們不知如何探索。為了激勵主動學習，培養學生批判式思考的能力，融合資訊素養於課程，或是結合資訊素養能力於各種解決問題的任務中是非常重要的。本文在於討論網際網路學習的相關議題，包括主動學習與圖書館應有的任務。文中也建議資訊素養融合問題解決、批判式思考、線上教學，與課程整合等議題，以及教學上的推廣與實施原則。

With the advent of Internet, learning environment in the new millennium is expanding beyond traditional classroom. It is enlarged to incorporate students and experts from all over the world to share their learning experiences. Internet has changed the learning pattern of students. However, the quantity of the information resources available on Internet is so overwhelmingly abundant that some students don’t know how to explore them. Therefore, to promote active learning and to develop critical thinking among students, it has become a very important mission for modern educators to integrate information literacy into academic curriculum and with capability of solving problem. This paper discusses relevant issues concerning Internet learning, focusing on active learning and responsibility libraries should take. It also suggests some feasible methods of incorporating information literacy with problem-solving, critical thinking, on-line tutorial, curriculum integration, as well as the principles for promoting such a manner of teaching.

以網路進行各種型式的教學日益普遍，網路在教學的應用上得以擴展。利用網路提供圖書資利用知識也逐漸的為許多圖書館使用。網路化教學可以突破時空的限制，達到教學的目的，而且也可以補足傳統面對面教學的不足。透過網際網路溝通的功能，例如：電子郵件、電子佈告欄、討論區、線上交談等功能，不但可以加速教學，而且能夠提供學生新型態的學習途徑，讓學生藉由網路，達成必要的學習互動，並增進資訊的交換與學習。 網路化學習固然使得學生、教師、館員之間的互動更具彈性，且不受時間與空間的限制，但在推廣與實施上仍然具有一些潛在的問題值得深入探討。本文的目的即在於藉由一大學網路化圖書資訊利用教學系統的開發與應用，討論網路化學習對於資訊素養推廣的潛力，以及在推廣上的瓶頸。

With the increased popularity of WWW (World Wide Web) in various education settings, the application of web technology in teaching and learning is extended. Library instruction, likewise, is seeing a move to the web to supplement traditional modes of face-to-face classroom instruction. Placing library instruction on the web can make instruction available to users without the constraints of time and space. Through the use of technological tools, such as e-mail, bulletin board, discussion, and online-communication, effective learning and interaction can be achieved.Web-based learning provides a flexible way for communication among teachers, students, and librarians. However, potential problems exist in practice, requiring further exploration. The paper deals with how a web-based library instruction has been developed and implemented for offering fundamental information literacy instruction. Students' responses to the instructional materials were assessed. Issues related to the web-based library instruction are also discussed.

過去幾十年來，各國醫學教育界廣泛的推動問題導向式學習(Problem-based Learning,簡稱PBL)。問題導向式學習的主要進行的方式在於透過一系列的問題，提供學生經驗的架框，並藉由解決實際環境中的問題，讓學生經由開放式的學習環境主動探索問題。新的科技的發展，尤其是網際網路所能提供的資訊廣度，更提供學生在問題導向式環境中新的學習機會。在問題導向式學習的環境中，圖書館所扮演的角色日益重要。如何幫助醫學專業的學生建立所需的資訊素養，讓他們能夠在PBL所提供之環境，進行彈性化、開放式，以及自導式的學習也成為醫學圖書館的要務之一。文中除了分析PBL的相關理論、實例之外，也提供了如何透過資訊素養的推廣落實PBL理念

Problem-based learning (PBL) has been widely implemented in medical education asan important pedagogical approach for the last decades. The PBL approach is intended tohelp the learner frame experience as a series of problems and skills to the solution of realproblems in the contexts of real practice. The advent of new technology, specially thewealth of information that can be accessed over the Internet, provides new opportunities oapply aproblem-based learning. As learning in medical schools moving towards Problembasedapproach, the role of library has become increasingly important. How to helpmedical professionals develop needed information literacy is essential to support learning inthe flexible, open, and self-directed learning environment offered by PBL. The paperReviews related theories and cases for PBL, and how information literacy can be integratedin PBL to enhance learning.

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.

本研究以輔仁大學圖書館數位互動學習教室為例，探討管理學院師生使用狀況。本研究結果顯示大多數管理學院學生肯定該數位互動學習教室所提供之配備，尤其是筆記型電腦之使用較為正面，但對於無線網路則要求快速連線。管理學院應用數位互動學習教室之合作學習模式包括：小組討論、體驗活動、電影教學。大多數學生認同數位互動學習教室能幫助同儕間共同學習、完成小組學習任務、取得即時資訊，並提供學習空間彈性，以及多元討論與互動環境。

This research explores the use of the Digital Interactive Learning Classroom at the Fu-Jen Catholic University Library by students of the College of Management. The classroom was used for collaborative learning, such as group discussions, experimental activities, and movie instructions. Most students considered the Digital Interactive Learning Classroom helpful to their learning, through collaborative learning, team work, and quick access to information. Students also commented that the Digital Interactive Learning Classroom could be used for courses requiring more discussion and practice. The learning space provided a flexible environment for discussion and interaction. The research showed that most students at the College of Management were positive about the facilities, especially the laptops, provided in the classroom. Many, however, needed faster Wi-Fi connection speed.

本研究以問卷調查輔仁大學圖書資訊學系畢業系友對於有關系所教育與工作能力相關之各項評鑑指標之反應情形。針對課程方面，滿意度平均值最高者為「系上所提供的上課空間足以滿足求學階段學習的需求」；最低者為「系所開課能滿足我的工作上的需求」。針對工作競爭力、適用性與滿意度分析，資訊素養方面的能力評分最高；而程式設計與外語能力方面的評分最低。圖書館與非圖書館工作者在某些項目之反應上有顯著差異。質性開放性資料亦提供改進之建議。

To assess various aspects of LIS education and job satisfaction, a survey was conducted among alumni of the Department of Library and Information Science at Fu-Jen Catholic University. From a set of questionnaire items, with regard to “goal and curriculum”, “the space fulfilled my learning needs” was rated the highest, and “the courses offered satisfied my job needs” was the lowest. Among the items in competitive ability, job adaptability, and job satisfaction, “information literacy” was the most highly rated, and both “programming skills” and “foreign language proficiency” were the lowest rated for satisfaction. Comparison between library and other professionals, respondents’ reactions toward some of the items differed significantly. Open-ended suggestions for future curriculum design were also provided from qualitative data.