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完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 朱則剛 | |
dc.contributor.author | Chuan-Mei Chen | en |
dc.contributor.author | 陳娟玫 | zh_TW |
dc.date.accessioned | 2021-06-15T00:24:56Z | - |
dc.date.available | 2010-02-03 | |
dc.date.copyright | 2009-02-03 | |
dc.date.issued | 2009 | |
dc.date.submitted | 2009-01-22 | |
dc.identifier.citation | 于第(民92)。圖書館利用教育與資訊素養教育。(臺北市,文華)
于第(民96)。教師與館員合作推廣學生利用圖書館資源之研究─以景文技術學院為例。大學圖書館,11(1),53-72。 王雪蓮(民94)。香港高校圖書館的資訊素養教育。國立成功大學圖書館館刊,14,65-69。 全國技專校院基本資料庫。檢索日期:2008年5月19日。網址:http://www.tvedb.yuntech.edu.tw/tvedb/index/social/social.asp 李政達、方麗川、許淑蓮(2006)。資訊素養融入科技大學專業課程上之應用─以「餐廚的管理與成本」課程為模式之探討。健康管理學刊,4(1),59-72。 李德竹(民89)。資訊素養的意義、內涵與演變。圖書與資訊學刊,35,1-25。 林菁(民88)。從資源本位學習談學校資源中心之設立。研習資訊,16(1),36-48。 林俊彥、郭宗賢(2007)。德、澳、日、美技職教育發展對我國學校行政之啟示。 學校行政雙月刊,47,131-150 吳美美(民93)。資訊素養與媒體素養─數位時代的素養與素養教育。臺灣教育,629,9-14。 周倩如(民92)。美國學校圖書館媒體中心支援教學之研究。輔仁大學圖書資訊學研究所碩士論文,臺北縣。 查天佑(2008)。大學教師對與圖書館員合作推動資訊素養融入課程之需求與態度:以逢甲大學為例。台灣大學圖書資訊學系碩士論文,臺北市。 陳冠穎(民95)。台北市高中圖書館支援教育之研究。國立政治大學圖書資訊與檔案學研究所,台北市。 陳冠穎(民96)。我國高中圖書館支援教學策略探析。臺灣圖書館管理季刊,3(4),41-57。 黃健夫(2008)。當前我國高等技職教育發展問題之探討。嶺東通識教與研究學刊,2(3),13-26 童敏惠(民86)。大學圖書館視聽服務的新嘗試—以台大圖書館多媒體服務中心為例。大學圖書館,1(4),80-93 黃雯琪(民87年)。大學圖書館館員的再定位。東吳大學圖書館通訊,6,1-7 黃鴻珠(民97)。大專校院圖書館。中華民國九十六年圖書館年鑑。臺北市:國家圖書館。 溫瑞烘、何定禧(民91)。資源導向學習之探討。論文發表於十七屆全國技職教育研討會論文集。屏東:屏東科技大學。 楊朝祥(2001,4月27日)。知識社會中技職教育的轉型。檢索日期:2007年5月14日。網址: http://old.npf.org.tw/PUBLICATION/EC/090/EC-P-090-007.htm 教育部技術及職業教育司(民83)。中華民國技術及職業教育簡介。臺北市:作者。 教育部技術及職業教育司(民95)。技術及職業教育簡介。臺北市:作者。 教育部(民89)。技職教育白皮書。臺北市:教育部。 教育部(民93)。大學圖書館設立及營運基準。臺北市:教育部。 劉若蘭(2007)。技職教育施良方,提升學生競爭力。技職評鑑,6,27-29。 總統府(民90)。圖書館法。民國九十年一月十七日總統公佈。華總一義字第9000009320號 羅承文(民85)。我國公立高級職業學校視聽教育單位支援教學之研究。淡江大學教育資料科學研究所教學科技組碩士論文,臺北縣。 蘇諼(民93)。大學圖書館與大學生的資訊素養問題再思。圖書與資訊學刊,51,1-15 ALA.(1998) Information power: building partnership for learning. Chicago: American Library Association. ALA/AECT. Information literacy standards for student learning. Retrieved May14, 2008,from http://ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf Beswick, N.(1977). Resource-based learning. London: Heinemann educational. Bewivik, P. S.(1991). Literacy in an information society. Trends information literacy. 87. Bleakley, A. (1994). Resource-based learning activities : information literacy for high school students. Chicago, Ill. : American Library Association. Floyd, D.M., Colvin, G. & Bodur, Y.(2006). A Faculty-librarian collaboration for developing information literacy skills among preservice teachers. Teaching and teacher education. 24, 368-376 Graystone, J.A.(1978). The role of the teacher in resource based learning: towards a conceptual framework. British educational research journal, 4(1), 27-35. Horava, T.(2005). A new approach to faculty-librarian collaboration: a “new professors’ fund” for collection development. The journal of academic librarianship, 31(5), 482-485 IFLA(2002). School library guideline. Retrieved May14, 2008, from http://www.ifla.org/VII/s11/pubs/school-guidelines.htm Kaplan, A.G.(2007). Is your school librarian “highly qualified”?. Phi Delta Kappan. 89(4), 300-303. Lindstrom, J. & Shontock, D. D.(2006). Faculty-librarian collaboration to achieve integration of information literacy. Reference & user services quarterly. 46(1), 18-23. Lippincott, J. K. (2002). Developing collaborative relationship. College & Research Libraries News, 63(3), 190. Loertscher, D.(1988). The second revolution: a taxonomy for the 1980s. Wilson library bulletin. 56, 417-421 Loertscher, D.(2000). Taxonomies of the school library media program. Englewood, Colo.: Libraries Unlimited . Montiel-Overall, P.(2006). Teacher and teacher-librarian collaboration: moving toward integration. Teacher librarian. 34(2), 28:33. Montiel-Overall, P.(2006). A theoretical understanding of teacher and librarian collaboration(TLC). School libraries worldwide. 11(2), 24-48. Muronago, K., and Harada, V(1999). Building teaching partnerships: the art of collaboration. Teacher librarian. 27(1), 9-14, as cited in Shayne, R.(2002). Teacher and librarians: collaborative relationships. Teacher librarian. 29(5), 35-39 Revill, D.(2001). Future teaching roles for academic librarians: a review. New library world. 102(1168), 332-335. Sanborn, L.(2005). Improving library instruction: faculty collaboration. The journal of academic librarianship, 31(5), 477-481 Seamans, N.H. & Metz, P.(2002). Virginia tech’s innovative college librarian program. College & research libraries. 64(4). 324-332 Shayne, R.(2002). Teacher and librarians: collaborative relationships. Teacher librarian. 29(5), 35-39 Simmons, Howard L.(1992). Information literacy and accreditation: a Middle States Association perspective. Information literacy: developing students as independent learners. San Francisco, Calif.: Jossey-Bass. Walter, S.(2008). Librarians as teachers: a qualitative inquiry into professional identity. College & research library. 69(1), 51-71 Wang, L.(2007). Sociocultural learning theories and information literacy teaching activities in higher education. Reference & user services quarterly. 47(2), 149-158. Wu, Y. D.(2006). Information literacy and lifelong learning. 圖書館學與資訊科學。32(1)。11-17 | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/41616 | - |
dc.description.abstract | 技職教育在臺灣的經濟發展中扮演相當重要的角色,在技職體系中培養出了許多業界優秀的人才,而台灣技職教育發展亦往上延伸到高等教育層次,並逐漸重視研究所教育的發展,重視「質」的提升。這樣的技職教育變革,除了要提昇專業領域的認知、改變教學課程內容之外,在電腦網路時代的來臨,仍需增進學生資訊應用能力。資源的增加,但學生利用的相關技巧及知能薄弱,為了培養學生的資訊素養,讓學生在未來可以面對社會的變動,因此圖書館應扮演資源整合及提供的角色,以學生為中心,與教師一同提供課程所需要及適切的資源。
本研究之研究目的即在瞭解國內科技大學及技術學院圖書館支援教師教學之程度及支援教學時所遇到的困難,以及教師對於與圖書館合作的想法及期望。因此透過問卷調查及訪談兩種研究方法,瞭解圖書館員及教師對於館員支援教師教學的看法。 研究結論發現:一、技職校院圖書館支援教師教學之程度多為圖書館單向的進行,在教師需要的時候提供相關的服務;二、人力及經費為圖書館支援教學時之困難問題,因而造成部份館員認為與教師溝通課程內容時增加了工作的負擔;三、教師平時使用圖書館資源的習慣與教學教材使用不盡相同,配合學生的程度、課程的規範及深度,調整給予學生使用的相關教材;四、教師認為之圖書館館員角色為「提供及指引資源」,並認為有其必要性;五、教師認為圖書館有指導利用教育之必要性,讓學生瞭解這些資源使用的時機及重要性。 最後,本文對於圖書館支援教師教學的內容中提出幾項建議:一、圖書館可配合學校的發展及科系規劃發展相關資源及服務,才能提供適合師生的資源及服務;二、圖書館應評估館藏,瞭解館藏之適用性及支援教學的程度;三、學校主管需正視學生資訊素養議題,給予圖書館正面的支援;四、圖書館應主動推廣相關服務,並提供多元管道來瞭解教師需求;五、相關圖書館活動可與教師課程配合,可達到提昇學生的使用程度。 | zh_TW |
dc.description.abstract | Technological and vocational education plays a substantial role in Taiwan’s economic development. Many talents are cultivated from technological and vocational educational system and this system has now been upgraded to higher education level and gradually puts emphasis on the development of master’s program in aim of the upgrade of “quality”. This transformation in technological and vocational education shall improve students’ information application ability aside from the professional knowledge and the change of curriculum in the era of computer and internet. We see students fail to exploit related skills, knowledge and abilities even as the increase in resources. To overturn this situation and cultivate students’ information capability that allows students to cope with the versatility of the society, libraries, in this way, shall play a role in resources integrator and provider that center on the students and cooperate with teachers to provide the applicable resources for the curriculum.
Objective of this research is to understand how libraries in domestic universities of technology and institutes of technology assist in teacher’s instruction and the problems they encounter. Also, the study aims at finding out teachers’ viewpoints and expectation on the role of librarian in their teaching. Therefore, this study uses questionnaire and interview to understand perspectives of both the librarians and teachers towards librarians’ role is supporting instruction. It is concluded that, to begin with, libraries in technological and vocational education institutions are only providing assistance in an “one-way” role, where by libraries provide service only when teachers find it necessary; second, lack of man power and funding can sometimes be problematic so that some librarian would think that communicating with teachers on curriculum content impose more burden on them; third, teachers normally arrange teaching materials in accordance to students’ level, discipline and depth of curriculum; fourth, teachers see librarians as a key player to provide and index resources and values such service; fifth, teachers think it’s necessary for libraries to conduct library exploitation class to let students know the importance of these resources. And learn how and when to use them In conclusion, this study provides some suggestions to librarian to in terms of providing instructional support: first, libraries should develop related recourse and services in accordance with the schools and departments instructional plan so that they can provide suitable resources and services; second, libraries should evaluate the appropriateness of their collections in terms of the degree they provide assistance in teaching; third, authorities of the schools should take into account that students’ information literacy is an important skill to learn and provide support to their libraries; fourth, libraries should promote their services and provide multiple channel of communication for teachers to find out the needs of teaching, and fifth, libraries should pan relevant library activities that can tie with teaching so as to increase the degree of library use. | en |
dc.description.provenance | Made available in DSpace on 2021-06-15T00:24:56Z (GMT). No. of bitstreams: 1 ntu-98-P95126005-1.pdf: 2949747 bytes, checksum: d7eedca2a8f0f6b9ae642451bd530162 (MD5) Previous issue date: 2009 | en |
dc.description.tableofcontents | 謝辭……………………………………………………………….i
中文摘要…………………………………………………………iii 英文摘要………………………………………………………….v 目次……………………………………………………………..vii 表次……………………………………………………………...ix 圖次……………………………………………………………...xi 第一章 緒論…………………………………………………….1 第一節 研究背景與動機………………………………… ……1 第二節 研究目的及問題…………….…………………………5 第三節 研究範圍與限制………………….……………………6 第四節 名詞解釋…………………………….…………………7 第二章 文獻分析……………………………………………….9 第一節 技職教與之下圖書館設立目標……………………….9 第二節 館員支援教學之角色及定…………………………..13 第三節 資源本位學習………………………………………..22 第三章 研究方法與實施……………………………………..35 第一節 研究方法…………………………….……………….35 第二節 研究對象…………………………………….……….35 第三節 研究工具……………………………………….…….36 第四節 研究步驟與實施………………………………….….41 第四章 研究結果………………………………….………...43 第一節 問卷分析結果………………………………………..43 第二節 訪談分析結果………………………………………..60 第五章 結論與建議…………………………………………..77 第一節 結論…………………………………………………..77 第二節 建議…………………………………………………..80 第三節 進一步研究之建議…………………………………..82 參考書目………………………………………………………...83 附錄 附錄一 「我國技專校院館員支援教師教學之研究」 調查問卷初稿.........................................89 附錄二 「我國技專校院館員支援教師教學之研究」 調查問卷完整版.......................................94 附錄三 「我國技專校院館員支援教師教學之研究」 訪談題目初稿........................................100 附錄四 「我國技專校院館員支援教師教學之研究」 訪談題目完整版......................................102 | |
dc.language.iso | zh-TW | |
dc.title | 技職校院圖書館支援教學之研究 | zh_TW |
dc.title | A Study of Instruction Support in Technological and Vocational Universities and Colleges | en |
dc.type | Thesis | |
dc.date.schoolyear | 97-1 | |
dc.description.degree | 碩士 | |
dc.contributor.oralexamcommittee | 吳明德,張瓊穗 | |
dc.subject.keyword | 支援教學,館員與教師合作,資源本位學習,技職校院圖書館, | zh_TW |
dc.subject.keyword | Technological and Vocational Education,Resource-based Learning,Instructional Support,College and University Library, | en |
dc.relation.page | 103 | |
dc.rights.note | 有償授權 | |
dc.date.accepted | 2009-01-23 | |
dc.contributor.author-college | 文學院 | zh_TW |
dc.contributor.author-dept | 圖書資訊學研究所 | zh_TW |
顯示於系所單位: | 圖書資訊學系 |
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