王梅玲

臺灣圖書資訊學碩士班已成立二十五年，但缺乏對畢業生就業市場與能力需求的探討，值此網際網路盛行與社會環境變遷之際，相關研究尤其重要。本論文針對臺灣6所圖書資訊學碩士班近5年畢業生，進行問卷調查。研究目的旨在探討圖書資訊學碩士畢業生就業市場趨向，服務機構分布，工作內容與要項，工作能力需求現況。希藉此研究以瞭解臺灣圖書資訊學碩士生就業情形，並提供圖書資訊學教育與課程規劃之參考。

It has been twenty-five years since National Taiwan University established its Master Programs of Library and Information Science (LIS) in 1980. But there is no any research about LIS Master graduates. It is very important to know the employment situation and work competence of LIS Master graduates. The research uses questionnairs to investigate LIS Master graduates in the past 5 years. The purpose of this research is to understand the LIS Master graduates' employment status and the working skills. According to the result, it makes some suggestions to LIS for designing curiculum in the future.

圖書館自動化系統藉由電腦將採訪、編目、期刊管理、流通與公共目錄作業整合，對於原來人工作業型態產生很大的衝擊，因之，許多圖書館發現傳統的組織結構與作業流程已不合適·1990年代以來，網際網路與電子圖書館的發展對圖書館帶來更大的挑戰·本文旨在探討大學圖書館技術服務組織重整的問題，首先檢視大學圖書館技術服務組織相關理論；其次，探究現代大學圖書館面臨的資訊科技、管理革命、與圖書館營運的課題，以了解其組織改變的背景；復次，就美國十所大學圖書館技術服務重組個案進行分析，並歸納其重組的原因與方式；最後論述我國大學圖書館技術服務的現況與問題，並提出建議·

Many university libraries have installed integrated library automation systems since 1980. As library automation has brought a lot of changes traditional library organizations and procedures don't meet the needs of libraries. Many university libraries undertake reorganization of technical services. This paper mainly discusses the reorganization of technical services in university libraries. First fundamental theories on library organization are reviewed. Second six important issues which modern university libraries face are explored. Third ten examples of reorganization of technical services in American university libraries are given detailed description. Fourth the present organizations and problems of technical services in Taiwan university libraries are reported. Finally the paper arrives at conclusions and makes suggestions.

遠距教育改變了高等教育的形態，遠距學習者在茫茫網路大海中探索，亟需圖書館服務。但受限於網路環境與學習型態，圖書館對於遠端使用者很難提供與對校園師生相同服務。因此，美國學院與研究圖書館學會(ACRL)多年倡導遠距學習圖書館服務的觀念，屢次研訂相關指南，以及進行全國大學圖書館遠距學習服務調查。本文旨在研究美國大學遠距學習圖書館服務的理念與經營；首先，探討大學遠距教育的發展，並瞭解遠距學習社群的特色與需求；其次，析述遠距學習圖書館服務的意涵與要件；復次，以美國三所大學圖書館個案說明遠距學習圖書館服務模式。最後，他山之石可攻錯，藉重美國遠距學習圖書館服務成果對我國未來發展提出建言。

Distance education has been a major force in shaping higher education. As distance learners need strong learner support systems outside classroom time, the methods of providing two-way communication such as counselling, coaching, and library services have been developed. This article mainly discusses the development of distance learning library services of higher education in the U.S.A. It studies the philosophy and components of the distance learning library services with a detailed introduction of ACRL's Guidelines. Finally, it reviews the current status of distance learning services in American universities libraries as well as three case studies with detailed descriptions.

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.