「圖書教師」對國小圖書館經營推動及閱讀態度影響之研究

The Effect of Teacher Librarian for Library Operations and Reading Attitude in Elementary Schools

曾禮珍(ZENG LI-JHEN)

指導教授 ： 陳昭珍

國立臺灣師範大學/教育學院/圖書資訊學研究所/碩士(2015年)

https://doi.org/10.6345/NTNU202205633

摘要

面對瞬息萬變的新世代，唯有透過閱讀可以在最短的時間吸取別人研究的成果，進而轉化成為對個人有用的知識，所以政府機關與民間單位紛紛投入閱讀推動，以培養國人閱讀力。閱讀應從小開始，而校園環境則是推廣閱讀的最佳場所，期能透過學校的力量，讓閱讀紮根在學童的日常生活中。

本研究試圖從全國性的層面去探討圖書教師(Teacher Librarian)制度對於學校圖書館經營與閱讀推動是否有正向的幫助，以及學校是否設置圖書教師，對圖書館經營與閱讀推動是否有所差異。以期未來落實全國各國民小學圖書館皆有專職「圖書教師」一職，並對於閱讀紮根有所助益，以提升全國閱讀競爭力。

根據研究分析結果，得到結論發現：（一）學校是否設置圖書教師對圖書館基本經營(如館藏發展、編目、借還書、志工培訓)、圖書館利用教育、發展課程館藏以支援教學與推廣閱讀活動、與各科教師協同教學並參與學校課程規劃與設計以及整合學校、家長、社區資源，籌畫多元閱讀計畫五項構面，皆達顯著差異；（二）圖書教師學校與非圖書教師學校對閱讀態度達顯著差異（三）除了學校圖書館負責人之年資對圖書館經營與閱讀推動沒有顯著差異之外，學校縣市、學校圖書館負責人職位、學校規模、學校圖書教師申請通過年度、學校圖書館年度經費與圖書館每週開放時數，對於學校圖書館經營與閱讀推動皆達顯著差異。

根據研究結果，提出建議如下：（一）研究結果顯示有設置圖書教師學校與未設置圖書教師學校之整體皆達顯著差異，建議全國小學每校皆設置圖書教師；（二）專職之圖書教師可以發揮圖書館經營與閱讀推動之更大效益，建議學校須有專職圖書教師；（三）優良的館藏與閱讀推廣活動才能引發並維持學生閱讀習慣，建議每年應編列固定購書經費與執行閱讀推廣活動經費；（四）學校規模大小影響圖書教師推動閱讀方式，建議針對中大型學校需培訓校內種子教師；（五）在圖書館良好的基本經營基礎上，更專注支援各科教師教學館藏、提供各科教師協同教學與引導學生利用圖書館；（六）閱讀應該要全校教職員、家長與學生一同投入參與，其影響方能擴散與長久。

關鍵字

圖書教師 ； 圖書館 ； 閱讀推動 ； 閱讀態度

並列摘要

Facing to this new generation without constancy, people can learn achievements of researches only through reading, and can transform these results to their own knowledge. In consequence, the government and non-governmental organizations join activities to promote the reading to facilitate the reading habit of domestic citizens. The habit should be developed in childhood, and the best place to promote it is school. The reading habit can be rooted in the daily lives of students through the influence made by school.

This study tried to investigate whether the policy of teacher librarian has positive effects on the operation of school libraries as well as on promotion of the reading habit in the whole country. The difference on whether having teacher librarian in schools or not was investigated. It is hoping that, in the future, every elementary school library has its own teacher librarians to promote the reading habit.

The conclusions are: 1) the teacher librarian affects significantly on operation of libraries (for example, expanding collections, cataloging, borrowing and returning books, and training of volunteers), education of using library, supporting the course to promote reading, cooperating with teachers and joining design of courses, integrating resources of schools, parents, communities, and planning multiphase reading projects; 2) the reading attitudes are different significantly between schools having teacher librarians and those not having; 3) except for the years of service of the person in charge, the location of school, the position of person in charge, the size of school, the year that school files teacher librarians, annual budgets of school libraries, and open hours per week affect significantly the operation of school libraries and also the promotion of the reading habit.

The suggestions are: 1) having teacher librarians in all elementary schools in the whole country is suggested since there is significant enhancement for having them; 2) Specialized teacher librarians are required because they can greatly upgrade the operation of libraries and can promote the reading habit; 3) excellent library collections and promotion of the reading habit are the sources to trigger and maintain the reading habit of students. Annual budgets for buying books and executing activities of promotion are necessary; 4) the size of school affects the promotion done by teacher librarians. The seed teachers should be developed for the mid-to-large schools; 5) libraries can support teachers by providing collections and cooperation on helping students using libraries; 6) All school employs, parents, and students should join the activity of reading together to strengthen and maintain the developed effects.

並列關鍵字

teacher librarian ； library ； reading promotion ； reading attitude

參考文獻

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