圖書教師資訊素養能力之調查研究

The Research of Information Literacy of Teacher-librarians

郭靜儒(Kuo Ching-Ju)

指導教授 ： 林巧敏

國立政治大學/文學院/圖書資訊學數位碩士在職專班/碩士(2021年)

https://doi.org/10.6814/NCCU202100515

摘要

教師在培植學生閱讀能力時，不僅需要傳統閱讀素養，也需包含數位閱讀素養。在科技日新月異之下，圖書教師是否具備充足的資訊素養能力以進行數位閱讀的指導與教學，便是本研究的關注重點。
閱讀推廣教育因為PISA國際學生能力評量測驗而受到重視，隨著PISA 2015首次將施測方式從紙本轉為電子施測，反映數位時代的資訊科技與閱讀密切相關，故在科技日新月異的發展下，圖書教師是否具備充足的資訊素養能力以進行數位閱讀的指導與教學，為本研究探討的問題。本研究目的在於瞭解我國圖書教師資訊素養能力現況、分析我國圖書教師對於資訊素養能力之認知與需求，並提出對於我國圖書教師提升資訊素養能力之研究觀察與建議。資料來源為臺灣19個縣市共166位國中小圖書教師所填答之圖書教師資訊素養能力問卷與圖書教師資訊素養能力感受困難問卷，再以SPSS 25為統計工具進行描述性統計、探索性因素分析與單因子變異數分析。
圖書教師資訊素養能力問卷調查結果顯示：(一)圖書館素養、圖像媒體素養、電腦網路素養、教學設計素養四個因素能解釋圖書教師資訊素養能力79%的變異。(二)圖書教師的資訊素養能力狀況良好。(三)圖書館素養與教學設計素養認同度較低，代表此兩項能力略為不足。(四)圖像媒體素養能力普遍良好。(五)電腦網路素養中能力落差情況較大。(六)國小圖書教師的資訊素養能力顯著優於國中圖書教師。(七)擔任圖書教師年資越長，資訊素養能力越佳。(八)圖書教師職務異動狀況較以往研究改善，留任時間較久。
圖書教師資訊素養能力感受困難分析結果顯示：(一) )圖書館素養、圖像媒體素養、電腦網路素養、教學設計素養四個因素能解釋圖書教師資訊素養能力感受困難72.33%的變異。(二)圖書教師資訊素養能力感受困難狀況良好，未有明顯遭遇困難的狀況。(三)圖書館素養與教學設計素養上感受到的資訊素養能力困難較多。(四)圖像媒體素養中對指導學生感到困難。(五)電腦網路素養中呈現圖書教師對媒體素養增能研習參加踴躍。(六)性別在資訊素養能力感受困難上有顯著差異，男性圖書教師感受困難程度較女性圖書教師良好。
本研究建議，針對圖書教師資訊素養能力方面認為：（一）加強或增設圖書館專業相關的培訓，提供進修與實際操作的課程。（二）增加媒體識讀的深度培訓，使圖書教師具備優良媒體識讀能力。（三）加強進階電腦網路技能與概念，熟悉操作資訊媒體設備，並提高教師電腦自我效能。（四）增加資訊素養教學設計的培訓與課程，提升圖書教師教學設計技能。在圖書教師資訊素養能力困難方面，建議：（一）教師職前圖書資訊專業學習與培訓，且圖書教師須有固定進修培訓的管道。（二）增加媒體素養教育資師培訓，辦理相關圖像媒體知能實作研習，另外教育學術機構師資培育需加強知識整合、教才教法設計，並有跨領域合作社群研究相關教學教材。（三）舉辦新興資訊科技工具與資訊媒體設備研習。（四）加強圖書教師資訊素養融素教學的技能，如熟悉探究式教學法、Super 3 、Big 6 等教學方法的使用；此外也須與合作教師互相討論省思建構教學設計與流程，並選擇符合學生程度的教學法加深學習成效。

關鍵字

圖書教師 ； 圖書教師 ； 問卷調查

並列摘要

Reading outreach education has received much attention due to the international reading assessment, Programme for International Student Assessment (PISA). In 2015, PISA administrated the computer-based test to replace the traditional paper-based assessment for the first time. The change of assessment mode reflects the significant role of information communication technology in reading literacy in the digital age. This study explored the relationship between teacher-librarians informational literacy and their capabilities of teaching and guiding digital reading given the rapid-changing nature of technologies. More specifically, the current study surveyed teacher-librarians information literacy and analyzed their needs and understandings to propose institutional and practical suggestions for promoting teacher-librarians information literacy. Using surveys, a total of 166 teacher-librarians at elementary schools and junior high schools were included in this study. Results found that library literacy and instructional design literacy were relatively inadequate among all informational literacy. Teacher-librarians had a good command of visual media literacy but perceived difficulties in teaching visual media literacy. Computer and internet literacy variations were high, but teacher-librarians were willing to attend professional development programs, such as seminars on media literacy. Moreover, the demographic analysis showed that information literacy was significantly higher in elementary-school teacher-librarians than in junior-high-school teacher-librarians. The tenure of teacher-librarians was positively related to their information literacy. Also, our gender analysis showed that male teacher-librarians have fewer difficulties in information literacy than females. Overall, the condition of frequent job shifts has been improving.

並列關鍵字

Teacher-librarians ； Information literacy ； Survey

參考文獻

Hahnel, C., Goldhammer, F., Naumann, J., & Kröhne, U. (2016). Effects of linear reading, basic computer skills, evaluating online information, and navigation on reading digital text. Computers in Human Behavior, 55, 486-500.

Sullivan, G. M., & Artino, A. R., Jr (2013). Analyzing and interpreting data from likert-type scales. Journal of graduate medical education, 5(4), 541–542. https://doi.org/10.4300/JGME-5-4-18

Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. Miniwatts Marketing Group. Internet usage statistics: the internet big picture - world internet users and 2021 population stats. Available at: https://www.internetworldstats.com/stats.htm . Accessed March 21, 2021

OECD. (2019). PISA 2018 assessment and analytical framework. OECD Publishing.

OECD. (2016). PISA 2018 draft analytical frameworks. OECD Publishing.