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

Abstract

高等教育的任務之一在於培養學生「學習如何學習」的能力，發展學生成為具備批判思考與解決問題能力的獨立學習者，而資訊素養乃用以建構學生「學習如何學習」之關鍵能力。資訊素養的培養需要學科內容的支撐，其意義在於結合學科課程的內容主體，可更有效地協助於學生連結資訊技能與學科知識之間的關係，並藉此過程來發展學生的資訊素養能力。透過教師與館員的合作，將資訊素養融入課程向為圖資領域學者與實務工作者視為最具成效的關鍵，然而館員欲與教師建立或拓展資訊素養教學之合作關係，首要瞭解教師的看法與態度。 本研究的目的即在瞭解大學教師對資訊素養融入課程的看法與態度，以期作為未來圖書館在規劃、設計與落實資訊素養融入課程、與教師經營合作關係時之參考。本研究以逢甲大學為個案，針對個案機構之專任教師進行質性與量化之實證調查。本研究以文獻探討作為研究探詢的基礎，並透過半結構式的深度訪談，瞭解教師於個人的課程中培養學生資訊素養的能力看法，以及與館員合作的態度，藉以判別可能之變數，進而建構問卷，透過問卷調查與統計分析，進行推論。 研究發現，教師十分肯定資訊素養能力對於學生學習的必要性；而學生在課業要求上，其資訊素養能力表現普遍低於教師的期望，可判知透過課程的引導應有施行的空間；雖然教師認同資訊素養融入課程對學生的學習成效有助益，但考量課程本質、進度、整體的課程規畫、與學生的學習態度，教師傾向選擇性地施行資訊素養融入課程，並期望在融入的方式上保有彈性的空間。此外，教師施行資訊素養融入課程的態度，在不同年齡層是有顯著差異的，40歲以下的教師，對於「將資訊素養能力的培養明訂於課程目標中」的態度，較51歲以上的教師接受度更高。而施行資訊素養融入課程時，教師首重「有效搜尋資訊」能力，另外「合理合法使用資訊」、「批判思考與知識整合」能力亦不可忽略。在與館員合作的面向上，教師具有開放正面的合作態度；運用資訊素養融入課程策略時，教師以協同合作態度為導向，唯教師對高階思維能力與低階思維能力的合作態度不同，針對高階思維能力，教師傾向由自己教導；而低階思維能力，教師傾向採取協同合作或由館員教導。此外，未滿50歲和51歲以上的教師，在部分合作認知的態度上具有差異，未滿50歲的教師，在「對等互動」、「講習協助」、「減輕課程負擔」三項合作認知上，態度更為開放。整體而言，教師的合作態度受到「館員學科知識」、「館員專業素養」、「課程策略」、「學生學習」四大因素構面的影響，其中又以「學生學習」和「館員專業素養」因素，對合作策略指導參與的選擇影響最為顯著。 本研究針對研究結果提出五項建議，提供各大學與個案機構、圖書館和館員參考：（一）母機構宜有資訊素養融入學科課程之政策與配套機制，（二）圖書館應研擬資訊素養融入學科課程策略，（三）注重資訊素養融入課程之課程設計，（四）訂定課程學習成效評估要點，（五）精進館員專業素養。

One of the major goals for the higher education sector is to equip students with information literacy (IL) skills and eventually to empower them with the capability of “learning to learn”. The most effective way within the LIS field to impart IL skills to students has been indentified to be by deeply engaging them with knowledge about the subject-specific course via faculty-librarian collaboration. Success depends on the faculty attitudes toward the collaboration with librarians in IL education. Therefore, it is imperative to understand the perspectives of the faculty regarding this issue. The purpose of this study was to explore faculty attitudes toward collaboration with librarians in integrating information literacy into their courses in order to foster a successful IL program in the future. Qualitative and quantitative approaches were employed to investigate faculty attitudes at Feng Chia University. Semi-structured interviews were conducted to identify the relevant variables. A self-developed survey instrument was adopted for further investigation through statistical inference. Findings show that faculty consistently agree on the importance of IL competency for students. It was ascertained that faculty understand the effectiveness of integrating IL into their courses. In addition, they were willing to facilitate students’ IL skills through their courses. However, there were many issues concerning the implementation of IL education in their classes, including how teachers regard the appropriateness of using IL in a specific course, and a holistic IL curriculum design at the department level. Furthermore, students’ attitudes toward subject matter in general also affected faculty willingness to implement IL instruction. Regarding ACRL IL Competency Standards, Standard Two ranks first when considering teaching IL skills in the subject-specific courses. Nevertheless, no significant differences were found between Standard Two, Standard Three and Standard Five. The Faculty demonstrated positive attitudes toward collaboration with librarians. Partnership was more favorable when utilizing strategies in developing students IL skills in their courses, while different attitudes were revealed between teaching higher order thinking skills and lower order thinking skills. Furthermore, age differences were observed in faculty perception on collaboration. Four concepts including Librarian Domain Knowledge, Librarian Professionalism, Curriculum Strategies, and Student Learning were identified as factors influencing collaboration by using factor analysis. It was found that Student Learning and Librarian Professionalism affect faculty most in their partnership attitudes toward IL integration strategies. Based on the results, five suggestions were made as follows: 1. Institutional policy should lay the foundation for a collaborative climate in IL education; 2. The library should develop strategies in collaborating with faculty in IL programs as well as in communicating with academics; 3. Instructional design should be included when incorporating IL into the curriculum; 4. Criteria for assessing student learning outcome should be developed jointly with faculty; 5. The librarians need to continually enhance their professional knowledge.