臺灣與日本圖書教師教授國小資訊素養課程內涵之比較研究

A Comparative Study of the Connotation of Information Literacy Courses Between Taiwan and Japan Teacher- Librarians Teaching Elementary Schools

陳怡親(Chen Yi-Chin)

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(2021年)

https://doi.org/10.6345/NTNU202101692

摘要

隨著十二年國民基本教育課程綱要教育改革的興起，更多人意識到高速發展社會之下資訊氾濫所帶來的問題，資訊素養儼然成為現今重要的教育議題，圖書教師作為資訊素養教育之核心人物，在校園內透過什麼方式如何帶領學生在教學中掌握資訊素養能力，相當值得探究。
本研究旨在探討臺灣與日本圖書教師同樣在新課綱頒布的背景下實施國小資訊素養教育之異同，進行比較教育研究，並且依照圖書教師實施資訊素養教育之制度、內涵與概念、授課模式、授課內容四項架構加以闡述。選擇日本為比較對象的原因除了兩國教育文化相近，日本已實施多年圖書教師制度，同時此次教育改革將資訊素養教育內涵一併納入所有領域之教學，與臺灣相似情境下，值得深入分析兩國圖書教師如何進行資訊素養課程，有何異同或值得學習的地方。此外，有關資訊素養內涵與概念之依據，本研究參照AASL最新提出之資訊素養標準框架作為分析臺灣、日本兩國資訊素養教育內涵之主要參考資料，研究方法主要採文獻分析進行兩國之比較教育研究，再輔以深度訪談法，驗證文獻資料的同時進行補充，最後整理歸納出以下八點結論：
一、臺灣圖書教師利用校訂課程實施資訊素養教育；日本圖書教師利用自己
授課時間或空閒時間與其他學科老師協作。
二、臺灣圖書教師計畫設有時數減免；日本圖書教師通常無減免的時數。
三、兩國圖書教師利用私下有空的時間與其他老師協調規劃；日本圖書教師透過
圖書館利用年度計畫規劃資訊素養課程。
四、兩國圖書教師在課程設計所劃入之資訊素養內涵與標準皆符合AASL之核
心概念。
五、兩國政府、圖書教師皆重視融入資訊素養教育的協同方式，整體而言需加
強一般教師對協同的認知。
六、臺灣圖書教師使用國外專業之資訊素養教學策略；日本主要依照文部科學省
之探究架構，兩國皆以探究式教學融入資訊素養教育。
七、兩國圖書教師皆配合學科內容選擇易於結合之領域，國語文最適合結合資訊
素養教育。
八、兩國圖書教師規劃之學習活動依課程內容有所不同，但整體皆基於探究學習
架構融入資訊素養內涵學習。
整體而言，臺灣與日本圖書教師的資訊素養課程皆符合AASL的資訊素養核心概念，由於兩國資訊素養政策及圖書教師制度的不同，導致臺灣與日本在圖書教師教授資訊素養教育制度方面有明顯的差異。基於上述研究結果，本研究提出有關我國未來資訊素養政策及圖書教師制度發展的建議，針對不同研究方法、觀點指出日後可能之研究方向，以期能協助完善我國圖書教師制度並展現臺灣未來資訊素養教育的多種可能性。

關鍵字

圖書教師 ； 資訊素養 ； 資訊素養教育 ； 比較研究

並列摘要

With the rise of the Curriculum Guidelines of 12-Year Basic Education’s education reform, more people are aware of the problems caused by the proliferation of information in a rapidly developing society. Information literacy now has become an important education issue, as the key person of information literacy education, it is worth searching how teacher-librarians to lead students to master the ability of information literacy in teaching in elementary school.
The purpose of the study is to explore the similarities and differences of information literacy education taught by teacher-librarians in Taiwan and Japan under the same background of the new curriculum implementation. Carry on a comparative education research, according to the system, connotation and concept, teaching mode and teaching content of teacher-librarian’s information literacy education. The reason for choosing Japan as the comparison object is that in addition to the similar education and culture of the two countries, Japan has implemented the teacher-librarian system for many years. At the same time, Japan's education reform has incorporated the connotation of information literacy education into all curriculum teaching. Under the similar situation with Taiwan, it is worth in-depth analysis of how teacher-librarian in the two countries conduct information literacy courses, what are the similarities and differences or what is worth learning. Moreover, regarding the basis of the connotation and concept of information literacy, this research refers to the latest information literacy standard framework proposed by AASL as the main reference material for analyzing the connotation of information literacy education in Taiwan and Japan. The research method mainly adopts literature analysis to conduct comparative education research between the two countries, supplemented by in-depth interview to verify the literature and supplement it at the same time. Finally, the following eight conclusions are summarized: (1) Teacher-librarian in Taiwan use the school-developed curriculum to do information literacy education; Japanese use their class or free time to cooperate with other teachers. (2) Taiwan's teacher-librarian program has weekly teaching hours reduced; Japanese usually have no weekly teaching hours reduced. (3) Teacher-librarian in Taiwan and Japan use their private free time to coordinate planning with other teachers; Japanese use the library’s annual plan to plan information literacy courses. (4) The content and standards of information literacy included in the curriculum design of teacher-librarian in both countries are in line with the core concepts of AASL. (5) Both governments and teacher-librarians of the two countries attach importance to the collaborative way of integrating information literacy education, but on the whole, it’s necessary to strengthen the general teachers' cognition of collaboration. (6) Teacher-librarian in Taiwan use foreign professional information literacy teaching strategies; Japanese mainly follows the inquiry framework of the Ministry of Education, Culture, Sports, Science and Technology, and both countries integrate inquiry teaching into information literacy education. (7) Both teacher-librarians of the two countries choose fields that are easy to combine with the subject content, and the national language is most suitable for combining information literacy education. (8) The learning activities planned by teacher-librarians in the two countries are different according to the curriculum content, but they are all based on the inquiry learning framework and integrated into the connotation learning of information literacy.

On the whole, the information literacy courses for teacher-librarians in Taiwan and Japan are in line with the core concept of AASL's standard. Due to the differences in information literacy policies and teacher-librarian’s systems between the two countries, there are obvious differences between Taiwan and Japan in the information literacy education system taught by teacher-librarians.Based on the above research results, this research puts forward suggestions on Taiwan’s future information literacy policies and the development of the teacher-librarian system, and points out possible future research directions for different research methods and viewpoints, in order to help improve Taiwan 's teacher-librarian system and show a variety of possibilities of information literacy education in the future.

並列關鍵字

teacher-librarian ； information literacy ； information literacy education ； comparative research

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