圖書館知能服務課程之學習成效研究：以淡江大學資圖系為例

現今越來越強調高等教育環境與社區的連結，在大學期間學生可透過服務學習課程為社區做貢獻。而在所有學科領域中，圖書資訊學（Library and Information Sciences，以下簡稱LIS）強調專業理論與實際服務的結合，意即「服務學習」，讓學生從實務經驗的累積中，為在地社區進行服務，驗證與貢獻其專業知能，以利於協助社區解決相關問題。本研究目的為瞭解大學生在LIS服務學習課程的學習成效，分別探討：（1）LIS服務學習課程的實施過程；（2）修課學生在服務學習課程中，準備、服務、反思和慶賀等階段之學習成效；（3）透過四個構面：服務認同、自我肯定、批判思考和人際互動，瞭解修課學生在服務學習課程之整體學習成效，並（4）瞭解修課學生對服務學習課程的看法。透過本研究除瞭解課程規劃外，亦提供其他有意或正在進行相關服務學習課程的機構參考，為服務學習課程建立更完善的知識基礎與運作經驗。本研究範圍以110學年度淡江大學研修「圖書館知能服務」課程之大三學生，其中以進入社區服務之四個任務小組：圖書組、說故事組、課後樂讀組和報導組，共99位為研究對象。研究方法採次級資料分析和問卷調查法，分析結果以問卷為主搭配次級資料為輔。研究結果顯示：（1）在新冠疫情的影響下，110學年度課程調整以「滾動式」並透過遠距方式進行社區服務；（2）四個學習階段中，學生在「服務」和「反思」階段，學習成效較好；（3）四個構面中，學生在「批判思考」和「人際互動」的學習認同度最高且較有收穫；（4）實體服務學習與線上服務學習相比，學生普遍對實體服務之學習態度和學習成效皆有大幅提升。在課程實施方面，本研究建議：（1）加強「準備階段」的課程內容以及（2）系所可規劃增設有關策展課程；而在未來研究方面，本研究建議（1）研究對象可增加服務單位參與者，如負責老師、班級導師及小學生等，以能更全面瞭解服務學習課程之實施成果；（2）蒐集課程的教學評鑑表，探討專業服務知能課程的設計與規劃；（3）在學習成效構面方面可將服務認同更改為「社會關懷」，以便更貼近學生心智學習的成果。

關鍵字

圖書資訊學；服務學習；學習成效；圖書館知能服務

並列摘要

Nowadays, more and more emphasis has been placed on the connections between higher education environments and communities. University students can contribute to the community through service learning courses. Among various disciplines, Library and Information Sciences (LIS) stresses the integration of theories into practical services, that is, “service learning.” Students can serve the local communities as they accumulate practical experiences. They can verify and contribute their professional knowledge while assisting the communities to solve problems. This study aims to understand the learning effectiveness of LIS service learning courses among university students. The following four aspects are assessed: (1) the implementation processes of the LIS service learning courses; (2) the learning effectiveness of students at different stages of the courses, including the preparation, service provision, reflection, and celebration stages; (3) the overall learning effectiveness of the students based on four perspectives, namely service identity, self-affirmation, critical thinking, and interpersonal interaction; (4) the opinions of students on the service learning courses. Through this study, in addition to understanding the curriculum planning, it also provides useful information for other institutions that are interested in or are conducting related service learning courses, so as to provide more comprehensive knowledge base and operational experiences for these courses. The scope of this study is the third-year students of the Library Competence Service course at Tamkang University in 2021/2022 academic year. Among them, there are four task groups for community service: library group, storytelling group, reading group, and reporting group. A total of 99 subjects were studied. The research method adopts secondary data analysis and questionnaire survey method, and the analysis results are mainly based on questionnaires and supplemented by secondary data. The research results show that: (1) because of the influence of the COVID-19 epidemic, the 2021/2022 academic year curriculum was adjusted and used online method to serve community remotely during this period; (2) among the four learning stages, students have better learning effectiveness in the stages of “service” and “reflection”; (3) among the four dimensions, students have the highest learning identity in “critical thinking” and “interpersonal interaction”; (4) compared with online method, students’ learning attitudes and learning effectiveness in physical services have been greatly improved. In terms of course implementation, this study suggests: (1) strengthen the course content in the “preparation” stage and (2) the department can plan a curation/exhibition course. In terms of future research, this study suggests: (1) research subjects may include teachers in charge of service units, class various peoples such as those who are responsible for service learning, including teachers, supervisors, class tutors, and primary school students, so as to have a more comprehensive understanding of the implementation results of service learning course; (2) collect the teaching evaluation forms of the courses, and discuss the design and planning of professional competence service course; (3) in terms of learning effectiveness, the “service identity” can be changed to “social care”, so as to be closer to the learning outcomes of students.