探究式資訊素養融入國中階段課程之追蹤研究

A Follow-Up Study of Inquiry-Based Integrated Information Literacy Curriculum in Junior-High Schools Level

10.6120/JoEMLS.202003_57(1).0039.RS.CM

林菁(Lin Ching Chen)

資訊素養 ； 探究學習 ； 多元素養 ； 追蹤研究 ； 國中 ； Information literacy ； Inquiry learning ； Multiple literacies ； Follow-up study ； Junior-high school

教育資料與圖書館學

57卷1期（2020 / 03 / 01）

73 - 120

繁體中文;英文

本研究旨在追蹤之前已接受六年探究式資訊素養融入課程的國小學生進入國中階段後，他們應用資訊素養的經驗與表現，並了解在國中階段繼續實施探究式資訊素養融入課程的情形及遭遇的困難。本研究採縱貫研究法追蹤30位研究對象，自七年級下學期至八年級結束，共追蹤一年半時間。研究工具有資訊素養追蹤調查問卷（學生版和教師版），及訪談大綱等三種。蒐集資料的方法包括深度訪談、焦點訪談、問卷及文件分析等。研究結果發現無論先前國小學業程度的高低，學生多會將習得的資訊素養持續應用在國中學習和日常生活；探究式資訊素養融入課程在國中階段實施的情形不佳，圖書館素養、圖像媒體素養及探究式學習多未與國中課程深度結合。

The purpose of this study was to follow up the experiences and performance of junior high students who received the elementary inquiry-based integrated information literacy curriculum for six years. Furthermore, how this curriculum was implemented in junior high schools was another focus for this study. A longitudinal research method was used to gather data from 30 subjects for one and half years since 7th to 8th grades. The instruments included information literacy follow-up surveys for students and teachers, interview questions, and feedback from parents. Data was gathered through in-depth interviews, focus group interviews, surveys, and document analysis. The results showed that regardless of prior academic achievements, most students continuously applied the learned information literacy in learning and living of the junior high school level. However, the elementary inquiry-based integrated information literacy curriculum was not practiced well in the junior high schools, in the aspects of library literacy, media literacy, and inquiry learning. They were not deeply integrated into the curricula at the junior high school level.

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