Evaluation

大學圖書館主要目的在於支援教學和研究，尤其在資訊發達之今日，如何能更有效地組織、利用資訊，將是一門重要課題。為增快使用者掌握所需資訊的速度，針對其需求施予圖書館利用指導是必要的，若想將其效用發揮極致，也必須對圖書館利用指導本身進行評鑑，以瞭解使用者真正的需求和實施步驟的優缺點。本文即針對大學圖書館中，所實施的利用指導教育類型、方式加以說明，並討論可行的評鑑步驟。

User instruction is important in academic libraries. With the increasing emphasis on active learning in university setting, many academic libraries have devoted considerable resources in teaching potential library users how to locate information efficiently. This paper first focuses on the definition and the nature of the term ‘user instruction’ and then discusses its importance and process of evaluation.

標竿學習（Benchmarking）於1970年代末期由美國全錄公司（Xerox）開始採用並倡導此觀念後，與所選定的「標竿」組織相互比較，遂成為各企業組織用來評估及改善其工作流程、產品品質、營運績效等的一種方式。本文透過對標竿學習理論的介紹，瞭解其意義與目的，分析標竿學習之類型與進行程序，並探討其應用於圖書館組織之方式，期望將此套管理界施行已久之理論帶入圖書館組織中，為圖書館日後進行業務評鑑時提供另一種管道與思考方向。

Benchmarking was first adopted by Xerox Corporation in the late 1970s. Since then, benchmarking has been used by managers in different industries to evaluate and improve the quality of their products, work process and procedure, and work performance. This paper tries to explain the meaning and purpose of benchmarking, its step-by-step process, and its application in library organizations.

本研究利用文獻分析方法，逐一探討教學評量的重要性，還有瞭解教學評量的內涵與教學評量的類型，此外，也分別針對資訊素養教學成效與學習成效的評量方法加以探究，並就各種評量方法的實例加以介紹說明，最後再依據文獻分析結果提出結論與建議。著者希望此研究內容與結論，能作為教師及圖書館員規劃資訊素養相關教學活動實施成效評量時的參考，共同為創造更完善之資訊素養課程設計及教學活動而努力。

Aiming to provide teachers and librarians a useful reference instructional activities on information literacy, this study describes the importance of evaluation on instruction and profiles several approaches are contextualized from both teacher and learner perspectives and elaborated with examples. Summary and recommendations are made for implementing these evaluations.