以創齡觀點探討公共圖書館創新空間之服務策略與中高齡者使用經驗：以臺南市立圖書館新總館為例

Abstract

為瞭解公共圖書館於高齡社會中的創新角色與服務現況，本研究以臺南市立圖書館新總館創客空間與城市灶咖為研究場域，分析兩類空間的活動設計與運作，探討中高齡非參與者未參與活動的因素，以及中高齡參與者認識活動的方式以及參與動機。本研究根據文獻從創意發揮、精熟學習、社會參與及成果展現四個面項分析中高齡者的參與情形與創齡實踐條件，並了解受訪者對現行服務的看法。研究採質性單一個案研究法，透過半結構式訪談與田野觀察蒐集資料，共訪談76人，包括12位活動講師、36位活動參與者及28位非參與者。 研究發現如下：（一）創客空間與城市灶咖皆以實作學習為核心，但依場域功能形成不同的運作模式。創客空間以設備推廣與作品製作為主，由館員、種子教師及外聘講師共同運作；城市灶咖則由館方結合外聘講師專業，將料理、飲食文化與健康觀念轉化為生活實作。兩類空間皆透過實作活動，拓展公共圖書館以閱讀為主的學習方式。（二）中高齡者未參與創新空間活動受到活動認知、活動內容、時間安排、身心條件、人際支援、交通、費用及報名機制等因素影響。中高齡者未參與活動不宜僅歸因於個人意願，而應從資訊接觸、需求評估、報名程序及到場條件等歷程理解。（三）中高齡者主要透過線上資訊、到館探索、志工網絡及親友引介認識活動，其參與動機則包括學習新知、主題興趣、生活實用、製作作品、陪伴共學、維持身心健康及信任場域。（四）中高齡者的創意主要透過調整範本、選擇素材、融入生活經驗及課後創作發揮；技能則可經由重複參與、志工培訓及實際操作逐步累積；社會參與包括中高齡者願意走出家門進入公共場域，以及在設備操作、料理分工與青銀共學中與他人交流；成果展現則以課堂觀摩、作品分享及帶回家庭使用為主。（五）受訪者對宣傳、活動資訊、報名與收費、空間開放、設備規劃及課程組織具有不同需求，反映公共圖書館須在服務近用、公平性、營運量能與安全管理之間取得平衡。 綜合研究結果，公共圖書館具有年齡中立、終身學習及混齡使用的場域特性，可將創齡融入既有創新空間服務，而不必侷限於中高齡專屬活動。不同世代可在活動中帶入各自的知識技能與生活經驗，使世代差異轉化為雙向學習的資源，惟混齡參與仍須透過共同任務與角色安排才能促成實質交流。 本研究建議公共圖書館在建置或調整創新空間時，應先釐清服務定位、空間與設備用途以及人力條件，並強化活動宣傳與報名協助。課程可依參與者的學習起點，建立由初次體驗、分階學習、連續課程至自主實作的學習路徑，保留其親自操作與成果分享的機會；同時串聯社區及其他學習場域，發展互補的創齡服務網絡。本研究成果可作為公共圖書館規劃創新空間與創齡服務之參考。

This study examines public library innovation spaces in an aging society, focusing on the makerspace and cooking classroom at the Tainan Public Library New Main Library. It investigates activity design and operation, older adults’ nonparticipation, activity awareness, participation motivations, and views of existing services. Creative aging is analyzed through four dimensions: creative expression, mastery, social engagement, and outcome sharing. Using a qualitative single-case study design, this study collected data through semi-structured interviews and field observations involving 76 interviewees, including 12 instructors, 36 activity participants, and 28 nonparticipants. The findings show that both spaces emphasize hands-on learning but differ in their service models. The makerspace focuses on equipment use and artifact creation, whereas the cooking classroom integrates cooking with food culture and health-related knowledge. Older adults’ nonparticipation is influenced by activity awareness, course content, scheduling, physical and psychological conditions, social support, transportation, cost, and registration procedures. Participants mainly learn about activities through online information, library visits, volunteer networks, and family or friends. Their motivations include learning, personal interests, practical application, artifact creation, learning with others, well-being, and trust in the library. Creative aging is reflected in personalized creation, skill development through repeated practice, interaction during shared tasks and intergenerational learning, and the sharing or everyday use of completed works. Interviewees also expressed diverse needs regarding promotion, registration, fees, space access, equipment, and course design, indicating a need to balance accessibility, fairness, operational capacity, and safety. Overall, the age-neutral, lifelong-learning, and mixed-age characteristics of public libraries enable creative aging to be incorporated into existing innovation-space services without relying solely on age-specific programs. Intergenerational activities can draw on participants’ different skills and life experiences, although meaningful interaction requires intentional task and role design. This study recommends clarifying service goals, equipment use, and staffing needs; improving promotion and registration assistance; developing learning pathways from introductory experiences to sequential and self-directed practice; and strengthening collaboration with community and learning organizations. The findings offer practical guidance for public library innovation spaces and creative aging services.