資訊素養

使用者的資訊技術與素養﹐和使用者利用教育與使用者服務有循環互動的關係。圖書館的使用者服務(含使用者利用教育)之規劃﹐影響因素與考量依據﹐應包括資訊技術訓練與資訊素養蘊育的界說﹐與圖書館及其服務事項的定位問題。大學圖書館究竟要提供何等使用者服務﹐端視其所屬大學與圖書館本身自訂與被認定的角色任務而定。基本上﹐大學圖書館的使用絕非止於實用技術層次﹐因此其使用者服務勢必兼顧技術與素養層面。

The information skills and literacy of users interact with and interrelate to user education and user services. The planning of library user services (including user education) should take into consideration the definition and scope of information skills and literacy, as they are to be adopted by the library in correspondence to the positioning of the library and its services. What sort of user services should be provided by a university library depends mainly on the set and perceived roles of the library itself. Essentially, use of any university library should by no means be confined to the practical and technical level, thus making it necessary for its user services to take care of both the skills and literacy aspects of user elements.

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.

自1974年Paul Zurkowski 提出資訊素養的觀念之後，對大學資訊素養課程方面的研究並不多見。無論如何，為培養未來具資訊素養的國民作準備，高等教育應重視資訊素養有關之教育議題。鑑此本研究目的為探討大學資訊素養課程，除文獻回顧以瞭解大學資訊素養有關之教育內容、課程發展程式、教學方法、評鑑方式與相關教學研究外，並問卷調查33為授課教師對課程設計方面的看法，研究之結果有助未來大學資訊素養課程規劃之參考。

Few students have been done on information literacy curriculum in higher education since Paul Zurkoski introduced the concept “information literacy” in 1974. However, higher education must shift focus to putting more efforts to prepare for the growth of information-literature citizen. Questionnaires were submitted to 33 teachers both in Taiwan and the U.S. to explore their perceptions of teaching information literacy, including teaching audience, course objectives, instructional modes, course contents, evaluation methods, and related learning resource. The results represents here could beneficial to education attempting to design effective information literacy programs.

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.

本研究旨在探討大學圖書館館員資訊素養與進修/學習意願的現況，依據2000年美國大學暨研究圖書館學會之「高等教育資訊素養能力標準」(Information Literacy Competency standards for Higher Education)及Eisenberg & Berkowitzn(1988)所提之資訊素養六個養成步驟，將資訊素養分為認知資訊需求、取得所需資訊、評估組織資訊、有效利用資訊、瞭解資訊倫理等層面以及進修學習意願構面，設計「大學圖書館館員資訊素養之研究」調查問卷，經由專家審查與進行預試，以因素分析及信校度考驗修正後，再針對臺灣地區35所公立大學的圖書館館員，採普查方式進行調查，共發出600份問卷，回收375份，有效問卷338份。本研究以敘述性統計、t檢定、單因子變異數分析、皮爾森積差相關及迴歸等方法進行統計分析，再根據研究分析，提出研究結果與建議。

The aims of this study are to investigate the gate of information literacy and learning intention of the academic librarian of the National Universities in Taiwan from the variables of different background, i.e. sex, age, affair, service years, service department, service area, to analyze the correlation between the information literacy and learning intention of the academic librarian. The investigative questionnaires are adopted in this research. The study was aimed at the academic librarian of the 35 National Universities by general inquiry. First, there was a tryout of 150 questionnaires designed according to the evaluation list of the academic librarian information literacy. Then, a series of items, factor and reliability analysis were processed to establish the reliability and validity of the questionnaire. A test of 600 questionnaires was sent to academic librarians. A total of 375 questionnaires were returned and 338 were valid. According to the collected data, the statistical analyses of descriptive analysis, t-test, one-way analysis of variance, Pearson correlation analysis and regression analysis were performed.