Supporting Young Children's Emergent Literacy through Information and Communications Technology (ICT) in the Public Library Setting

透過資訊通訊技術（ICT）提升學齡前孩童之讀寫萌發：以公共圖書館為情境

宋慧筠(Hui-Yun Sung)；John Siraj-Blatchford

讀寫萌發 ； 公共圖書館 ； 學齡前孩童 ； 共同持續思考 ； 資訊通訊技術 ； Emergent literacy ； Public libraries ； Young children ； Sustained shared thinking ； ICT

臺北市立圖書館館訊

31卷2期（2013 / 12 / 15）

34 - 55

英文

本文針對資訊科學及幼兒教育兩方面進行文獻回顧，以闡述一項介入性研究之原理，本研究旨在探索目前臺灣地區，公共圖書館服務如何整合遊戲方式與資訊通訊技術（ICT）的運用，以提升學齡前孩童之讀寫萌發。研究顯示，不論在家或幼稚園的幼兒教育，對於個人及社會的重要性。研究亦發現成人與幼兒互動及共同持續思考，對幼兒發展與學習的重要性。此外，大量研究證實，有效地將ICT融入於幼兒日常生活學習環境中之益處。然而，目前並沒有針對成人與幼兒共同使用ICT的互動，或是圖書館支持此角色的潛能之相關研究，為了彌補這方面的文獻缺口，本研究將以國立公共資訊圖書館為研究場域，進行介入性研究，使用社群媒體、參與觀察法及訪談法，以記錄成人與幼兒的行為、並描述他們的參與過程及觀點。研究對象包含：兒童圖書館員、兒童照護者及學齡前兒童。將針對這項介入性研究的每一個階段進行詳盡地評估，其過程並以行動研究法進行調整。介入性研究首先前測問卷預試，作為研究基準，並在介入性研究結束時再進行一次後測問卷調查，以了解研究的變化與否。預期這項研究結果對未來相關領域之決策者、兒童照護者、教育專家學者及兒童圖書館員具有參考價值。

This paper, drawing upon literature from both information science and early childhood education, provides the rationale for an intervention study aiming to explore how a public library service can support emergent literacy through the playful use of ICT in Taiwan. Research has shown the important benefits of early childhood education, delivered in the home and in preschools, to individuals and society. Research has also identified the importance of adult-child interactions and 'substantial shared thinking' in child development and learning. Furthermore, substantial research has evidenced the benefits of integrating ICT into young children's daily learning environment when used effectively.However, no research has been conducted on adult-child interactions when using ICT or on the potential of library services to promote this. In order to fill the gap, an intervention has been designed in collaboration with the National Library of Public Information in Taiwan. Social networking, participant observations and interviews will be used to record the actual behaviours of adults and children and to describe the process and perspectives of the study participants, including the children's librarians, caregivers and the young children themselves. Every stage of the intervention will be closely evaluated and the progress moderated in action research. Pre-questionnaires will be administered at the start of the intervention to provide a baseline, and post-questionnaires will be administered at the end of the intervention to see if changes have occurred. It is to be hoped that the findings of this study will be of value to policy makers, caregivers, professional educators and the children's librarians in the future.

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