地方記憶主題探索融入資訊素養課程與大學生學習成果研究

資訊素養能力為資訊社會時代人們競爭力展現的關鍵，大學作為培育高等教育人才的機構，培養大學生的資訊素養能力為其重要的核心任務。加上近年來聯合國永續發展目標、大學社會責任、地方創生等議題的發展趨勢，也有愈來愈多的大學在課程中融入相關議題的討論，因此本研究即因應此趨勢以地方記憶主題為範疇，融入大學資訊素養通識課程中，探究「地方記憶主題融入資訊素養課程大學生的學習成果」，研究目的包括:(1)探討地方記憶融入資訊素養課程設計模式。(2)針對地方記憶主題探索融入資訊素養課程探討學生學習成果評量。(3)蒐集大學生資訊素養能力與地方記憶主題探索的學習成果資訊，探討與驗證學生資訊素養能力與地方關懷認知的提升。本研究採用行動研究法，以國立政治大學109學年度第二學期「圖書資訊應用」課程為研究場域，透過課程參與與各項學習成果的蒐集與分析，探究學生在「圖書資訊應用」兩階段課程-「資訊素養學習」與「地方記憶主題探索」的學習情況，並透過形成性評鑑與總結性評鑑，了解修課學生對於課程的滿意程度與回饋建議，滾動式的修正與調整課程實施的方式。分兩階段實施的「圖書資訊應用」課程，第一階段「資訊素養學習」的課程設計，包括圖書館利用教育、資訊力與資訊周期、資訊搜尋秘技、圖書資源e把抓、期刊論文e把抓及網路搜尋e網打盡等單元內容，並搭配課程講授內容設計的四份電腦檢索作業；第二階段「地方記憶主題探索」，則包括邀請領域專家講述永續發展與木柵地方記憶、口述歷史與田野調查，以及地方記憶與數位典藏、論文寫作技巧、APA引文格式、簡報輕鬆做、資訊評估與假新聞及資訊倫理等單元內容，設計以地方記憶為範疇的小組專題報告，涵蓋前言、田野調查與地方記憶故事、相關照片或圖片、地方記憶大事紀要、採訪後記、APA格式撰寫的參考文獻等項目。同時因應疫情影響，課程於第十三周後改採同步與非同步混成的遠距授課，為確實掌握學生的學習情況，搭配「簡報輕鬆做」、「資訊評估與假新聞」單元也設計兩次線上測驗，檢視學生在觀看課程影片後的學習情況。最後以本研究之研究結果，提出以下建議: (1) 主題探索融入資訊素養課程的設計可考慮開設為整學年課程。(2) 選擇彈性且與學習者背景相關的主題有助於提升學生的學習興趣。(3) 資訊素養課程實作的示範操作與討論對於資訊能力的培養有其必要性。

關鍵字

資訊素養；地方記憶；主題探索學習；大學生；學習成果

並列摘要

Information literacy ability is the key to people's competitiveness in the information society era. As an institution to cultivate higher education talents, universities have an important core task to cultivate undergraduates' information literacy ability. In addition to the recent development trends of the United Nations sustainable development goals, university social responsibility, regional revitalization and other topics, there are also more and more universities incorporating discussions on related topics in their courses. Therefore, in response to this trend, the topic of local memory is integrated into the university information literacy general course, to explore the "local memory theme into the information literacy curriculum of undergraduates learning outcomes." The study objectives include: (1) To explore the design model of local memory into information literacy courses. (2) Explore and integrate information literacy courses on local memory topics to explore the evaluation of undergraduates' learning achievements. (3) Collect information on the learning achievements of undergraduates' information literacy ability and local memory inquiry learning, and explore and verify the improvement of undergraduates' information literacy ability and local care cognition. The study adopts the action research method and takes the "The Utilization Of Library And Information" course in the second semester of the 109 academic year of National Chengchi University as the research field. Through course participation and the collection and analysis of various learning achievements, students are Stage course-"Information Literacy Learning" and "Local Memory Inquiry Learning" learning situation, and through formative evaluation and summative evaluation, to understand the students' satisfaction with the course and feedback suggestions, in order to rolling corrections and adjustments the course. " The Utilization Of Library And Information " course implemented in two stages, the first stage "Information Literacy Learning" course design, including library utilization education, information power and information cycle, information retrieval method, book resources utilization , scholarly journals and thesis resources utilization, internet resource utilization ,and four computer retrieval assignments designed to match the content of the course. The second stage " Local Memory Inquiry Learning " includes inviting experts in the field to talk about sustainable development, Mucha local memory, oral history and field research, and local memory and digital archives, essay writing skills, APA citation format, make a presentation, information evaluation and fake news, and information ethics, etc. The design of a group report on local memory, covering foreword, fieldwork and local memory stories, related photos or pictures, memorabilia of local memories, interview postscripts, APA style format. At the same time, in response to the impact of the outbreak, after the 13th week, the course was changed to asynchronous and asynchronous distance course, in order to really grasp the student's learning situation, with " make a presentation " and " information evaluation and fake news " units also designed two online tests to examine the students after watching the course videos. Finally, based on the results of the study, the following suggestions are put forward: (1) The design of the inquiry learning integration information literacy course may be considered for the whole academic year. (2) Choosing topics that are flexible and relevant to the learner's background will help enhance students' interest in learning. (3) The demonstration operation and discussion of the information literacy course is necessary for the cultivation of information ability.