大學教師對與圖書館員合作推動資訊素養融入課程之態度

A Case Study of Faculty Attitudes toward Collaboration with Librarians to Integrate Information Literacy into the Curriculum

10.6120/JoEMLS.200909_46(4).0276.RS.AM

查天佑(Tien-Yu Cha)；謝寶煖(Pao-Nuan Hsieh)

資訊素養 ； 資訊素養融入課程 ； 協同合作 ； Information literacy ； Curriculum ； Faculty-librarian collaboration

教育資料與圖書館學

46卷4期（2009 / 09 / 01）

440 - 467

繁體中文

教師與館員合作將資訊素養融入課程，乃促進資訊素養學習成效之關鍵策略。為探索大學教師與館員進行資訊素養課程合作之態度，本研究以逢甲大學專任教師為對象進行問卷調查，探討教師對於資訊素養融入課程的合作策略、與館員的合作態度及影響教師館員合作的因素，以期作為館員與教師建立或拓展課程合作關係之參考。研究結果顯示，個案機構的教師對協同合作抱持正面態度，不同年齡層則略有差異。此外，教師對培養高階思維能力與低階思維能力的合作態度不同；而「館員學科知識」、「館員專業素養」、「課程策略」、「學生學習」四大因素構面對教師與館員間的合作具有影響作用。

Faculty-librarian partnership in information literacy (IL) instruction through subject course has been advocated in the field of library and information science (LIS) over the years. In order to understand faculty attitudes toward collaboration with librarians to integrate IL into their curriculum, a survey was conducted at Feng Chia University. Findings show positive attitudes from the investigated faculty while differences were observed among different age groups. Meanwhile, different attitudes were revealed between teaching higher order thinking skills and lower order thinking skills. Librarian Domain Knowledge, Librarian Professionalism, Curriculum Strategies, and Student Learning were identified as factorial dimensions influencing faculty-librarian collaboration.

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