公民行動取向之資訊素養課程：以國小六年級「台美生態學校夥伴計畫」為例

本研究旨在探究公民行動取向之資訊素養課程方案的可行性，包括方案之分析、設計與發展及評估三個階段。此課程以台美生態學校為主題，引導學生發現學校環境問題，以研擬和展開公民行動，並與美國夥伴交流及評估成效。研究者與教授資訊素養、自然與生活科技，和英語領域的三位老師合作，進行兩個循環協同行動研究。研究現場是一個國小六年級班級，本研究以多元方法蒐集質化和量化資料，研究結果發現在國小六年級推動公民行動取向的資訊素養課程是一可行方案。過程中藉由資訊素養課程的循序教導、老師的協同教學、學校整體的行政支持，及資訊科技的融入等策略，使得公民行動能順利進行，提升學生問題解決和理性參與公共事務之能力，並增進跨文化理解。

關鍵字

公民行動；資訊素養；國際理解；生態學校

並列摘要

The purpose of this study was to investigate the feasibility of a civic actionoriented information literacy plan within an elementary school, including the stages of analysis, design, development and evaluation. The plan topic was the US-Taiwan Eco-Campus Partnership Program. Students first identified environmental problems of the school; they then developed and implemented a civic action plan based on their collected information, exchanged dialogue to communicate with their American partners, and finally evaluated the overall effectiveness of the plan. The researchers collaborated with three teachers who teach information literacy, science and English respectively. The civic action lasted for ten months with two cycles. This study was conducted in an elementary school in the area of Chiayi. The data was gathered through participant observations, tests, surveys, interviews, and document analyses. The results showed that it is feasible to promote civic action-oriented information literacy curriculum in sixth grade. Students' problem solving skills, rational participation in public actions, and intercultural understanding improved via the following strategies. These strategies included progressive information literacy curriculum, collaboration among teachers, the support of school administration, and integration of information technology.