Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/8112
標題: 資訊素養教育融入學科課程之實施成效
Effectiveness of Embedded Information Literacy Program
作者: 沈珮琴
Shen, Pei-Chin
關鍵字: information literacy;資訊素養;embedded information literacy;Information literacy competency;融入式資訊素養教育;資訊素養能力
出版社: 圖書資訊學研究所
引用: 一、中文部分 (一) 圖書 Robert C. Bogdan, Sari Knopp Biklen原著;李奉儒等譯。質性教育硏究:理論與方法。嘉義市:濤石,民90年。 Robert P. 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摘要: 
資訊科技的快速發展,使得資訊來源不再侷限於圖書館,更擴及社群、特定組織、媒體以及網際網路。資訊的快速傳播衍生出資訊超載、資訊真偽等問題,資訊利用者必須花費大量時間篩選、評估資訊,如何培養有效搜尋資訊的能力成為重要議題。近年來除了以分散或獨立課程推動資訊素養,融入式資訊素養教育逐漸成圖書館發展的重點。本研究將資訊素養教育單元融入課程,配合課程的特性及需求設計資訊素養單元內容,並於實施後檢視成效。

本研究以逢甲大學為研究場域,研究範圍為商學院的研究方法課程,研究對象為修習該課程之19位研究生。透過研究生個人基本資料問卷、測驗、作業、學習日誌、訪談、學期報告等資料,分析融入式資訊素養教育單元的實施成效。

研究發現研究生在資訊素養教育單元實施之後,研究生對資訊素養概念認知提升,蒐集資源的管道從單一性轉變為多樣性,能夠利用資源擴展主題關鍵詞彙,選用適合的關鍵詞進行檢索,在檢索過程中能夠靈活運用檢索策略有效取得所需資源。從研究生學期報告瞭解研究生已具備引用文獻的概念,撰寫正確的參考文獻。研究生在資訊素養教育單元之後,資訊素養能力的表現有明顯提升。

合作教師及研究生認為融入式資訊素養教育能夠配合課程設計符合教師與學生需求的內容,提高資訊素養教育與學科課程之間的連結,研究生除了學習學科專業知識,同時能夠精進資訊素養的能力。研究生對資訊素養教育單元提出以下建議:(1) 增加資訊素養教育單元的次數及時間,(2) 單元內容應包含期刊索摘資源、統計數據資源、引文索引、期刊排名的資料庫以及Word格式排版。本研究建議未來館員設計資訊素養教育單元時,應依照學生所屬學院,瞭解學生所需之研究資源,提高資訊素養與課程的連結性。

“Information Literacy” has been an important topic of much interest both nationally and internationally during the past two decades. Being information literate is essential for citizens in information age; especially information literacy has been seen as one of the important factors of improving students' learning outcomes. This has been especially significant due to the rise of the Internet. As we rely on more and more information in the electronic environment, it is necessary to obtain appropriate information, technology expertise, and instruction.
Information literacy competency, program design, and teaching techniques have been discussed in significant amount of studies. In this study the author tries to integrate information literacy course into curriculum program to design a user-oriented, embedded bibliographic instruction. By implementing such program, the author further investigates the information literacy competency of students and effectiveness of the embedded teaching method. The author takes qualitative research approach, work with faculty member from College of Management and enters the field as teaching assistant. In one semester course, the author gives two lectures and one-to-one session on information resources, information retrieval and information use. The lectures teaching materials and addition materials were upladed to Blackborad. The contents of lectures are designed based on the Information literacy competency standard, the knowledge status of students and expectation of faculty member. Learning log, in-depth interview and unstructured observation are used for data collection in this study and assessment tools are also developed to test students' information literacy competency.

The curriculum program chosen for this study is a graduate course offered in College of Management, four competency tests are conducted before and after the course. 19 students participate in this study and each student needs to hand-in research proposal at the end of this course. The author studies the changes of students' information literacy competency while giving lectures on various topics throughout the semester. The results show that the graduate students acquire the information literacy competencies of identifying types of information resources, obtaining knowledge of searching and acquiring information, evaluating information, and managing information. With the embedded program, the students are more confident during the learning process and feel the course is designed based on their learning needs. Both faculty and students appreciate the integrated information literacy program and show positive attitude toward the program design.
URI: http://hdl.handle.net/11455/8112
其他識別: U0005-0802201116155700
Appears in Collections:圖書資訊學研究所

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