大學中等師資培育生之資料素養與資訊焦慮之現況探討

資料素養為近來教師及師資生培育的核心能力之一，而師資生作為未來的教師，同時是大學圖書館的重要服務客群，亦是未來學校圖書館的主要客群。為掌握不同領域師資生的資料素養現況，並瞭解其運用圖書館所產生之焦慮，本研究採用問卷調查法，針對臺灣大學系統所屬國立臺灣大學、國立臺灣師範大學，以及國立臺灣科技大學三所學校之師資生，量測其師資生資料素養及資訊焦慮程度，期望能提供圖書館在資訊服務上的參考。具體的研究問題包括：一、大學師資生資料素養及資訊焦慮現況為何？二、在學科背景、資訊使用相關經驗與習慣不同之情況下，師資生的資料素養與資訊焦慮是否有所差異？三、師資生的資料素養與資訊焦慮之間有何關聯？本研究以進入課堂發放問卷及網路問卷施測的方式，回收232份有效問卷。並針對資料素養、資訊焦慮填答情況進行敘述統計，再依據學科背景、資訊使用相關經驗與習慣等變項分組進行單因子變異數分析與獨立樣本t檢定，最後針對資料素養各構面與資訊焦慮各構面分數進行多元迴歸分析。研究結果發現，師資生的資料素養現況上，以資料分析與視覺化構面、建立問題意識構面得分率較高；資料蒐集組織構面、資料詮釋與轉換行動構面得分率較低。資訊焦慮部份則以設備方面之焦慮程度較高，館員方面之焦慮程度較低。學科背景及每日平均上網時數不同之師資生，在建立問題意識構面之資料素養得分率上達顯著差異，其中，社會科學之師資生較自然科學之師資生得分率高，每次平均上網時數低於7小時的師資生得分率較高；圖書館利用頻率不同之師資生，其資料素養得分率及資訊焦慮情形在部份構面上亦達顯著差異。其中，常運用圖書館線上資源之師資生中，較常造訪圖書館者在資料詮釋與轉換成教學行動方面之得分率較其他師資生高。而較常造訪圖書館之師資生在圖書館知能方面之資訊焦慮情形比其他師資生明顯。而在資料素養與資訊焦慮間的關聯方面，師資生在資料蒐集組織與分析視覺化的資料素養得分率越高，則越能預測其圖書館知能方面的資訊焦慮程度越低。根據本研究發現，研究者提出若干建議。實務建議方面，由於不同學科背景師資生的資料素養具有差異，建議師資培育課程中盡可能鼓勵團體作業的成員以不同學科背景的學生組成，藉此促進師資生之間的交流且各發揮所長。由於師資生在資料蒐集組織構面之表現較不如其他資料素養構面，建議圖書館透過加強教育領域相關資料庫、分析工具，以及分析平臺的資源推介與教學，甚至以嵌入式館員方式近距離協助師資培育，以利師資生的核心能力培養。同時，建議大學圖書館可針對教育領域設置學科館員，以充分滿足師資培育之各項需求，也縮短圖書館與師資生之間的距離。未來研究方面，本研究透過量化研究探討師資生的資料素養現況，未來若進一步透過質化研究則更能檢視師資生在運用資料的情境中如何發揮不同的素養能力，以及在資料運用與資訊尋求情境中所遭遇之困境；其次，本研究發現師資生運用圖書館及上網的頻率不同，其資料素養及資訊焦慮部分構面具有差異，未來研究可進一步檢視師資生以哪些不同方式運用圖書館與網路，以及前述運用方式如何影響其資料素養與資訊焦慮；最後，本研究針對師資生所發展之資料素養量測工具在信效度上雖達到可接受的水準，但仍有持續改良的空間，如能進一步精進量測工具的穩健程度，則能為未來圖書館對於師資生需求的探究，以及師資培育體系對師資生的學習成果評估有更多貢獻。

關鍵字

資料素養；資訊焦慮；師資生；資料運用；圖書館利用

並列摘要

Data literacy has been viewed as one of the core competencies for in-service/pre-service teachers. Pre-service teachers are important users for academic libraries and potential users for school libraries. In order to understand the current state of pre-service teachers’ data literacy and the anxiety they may have when using the library and information services, the current study conducted a survey with pre-service teachers from National Taiwan University, National Taiwan Normal University, and National Taiwan University of Science and Technology. In particular, the study focused on the following research questions: 1. What is the current state of data literacy and information anxiety of pre-service teachers? 2. What are the differences in data literacy and information anxiety of per-service teachers from different disciplines and with different information-use experiences? 3. What are the relationships between data literacy and information anxiety among pre-service teachers? A multi-mode survey was conducted, including face-to-face and web surveys, and 232 valid responses were collected. Data analysis was conducted using descriptive statistics, one-way ANOVA, independent sample t-test, and multiple regression analysis. The results indicate that pre-service teachers performed better in two data literacy aspects—“data analysis and visualization” and “identify problems,” and had a higher level of information anxiety regarding “library facilities.” As to individual differences, pre-service teachers in different disciplines and with different internet use characteristics performed differently in data literacy, especially in “identify problems.” Pre-service teachers in social sciences performed better than those in sciences. Pre-service teachers who use the internet within 7 hours per day performed better in “identifying problems.” Moreover, pre-service teachers with different frequencies of library use performed differently in both data literacy and information anxiety level. Pre-service teachers who used both physical and online library resources more frequently performed better in “data interpretation and transformation.” However, they tended to be more anxious about knowledge of the library. Furthermore, the better data literacy pre-service teachers performed in “data collection and organization” and “data analysis and visualization,” the less information anxiety level about knowledge of the library they have. Based on the research findings, several practical and research suggestions were proposed. Since pre-service teachers in different disciplines performed differently in data literacy, it is important to encourage students to form heterogenous groups in teacher education courses so that they can learn from one another. Additionally, pre-service teachers did not perform as well in “data collection and organization” as in other data literacy aspects. In order to help pre-service teachers develop their data literacy skills, library instruction can focus on how to use educational databases and data analysis tools effectively. Finally, it is important for subject librarians to support pre-service teachers in developing data literacy and to leverage embedded services to meet the needs of teacher education. Future research could move in directions as below: 1. Qualitative research can be conducted to further examine how pre-service teachers apply data literacy in teaching contexts and what difficulties they may encounter. 2. The current study identified differences in data literacy and information anxiety among pre-service teachers with different library- and internet-use characteristics. Future research can explore how pre-service teachers use the library and resources may affect their data literacy and information anxiety. 3. The current study developed an instrument for measuring the data literacy of pre-service teachers. While the expert validity of the instrument was tested and its reliability exceeded a moderate level, the instrument can be further improved. This data literacy assessment tool would be valuable for teacher education and library services.

並列關鍵字

data literacy ； information anxiety ； pre-service teacher ； data use ； library use

參考文獻

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008

Fowler, F. J. Jr.（2014）。調查研究方法（林庭如、陳詩捷、童凱彬、蕭文信譯）。五南。（原著2014年出版）