資訊素養融入大學生主題探究之研究 A Study on Integrating Information Literacy into Undergraduates’ Inquiry Learning

Abstract

本研究以「資訊素養與學習入門」課程為教學情境，設定圖書館和電腦網路素養為研究範圍，並利用Big6模式為主題探究架構，來探究大學生對於資訊素養概念 的認知情形，及在資訊素養過程層面的各項學習表現。整個研究進行一學期，主要以參與觀察、訪談、問卷調查、測驗及文件分析等方法來蒐集資料。研究結果發現 經由主題探究的歷程，大學生對於資訊素養概念的認知有所改變。在尋找策略與資訊取得的表現上，大學生發現資訊取得的管道可以非常多元，但是如何有效地使用 電子資料庫是尚待補強的地方。在資訊使用的表現上，大學生尚未掌握摘要重點的目的和方法，但會標註資料出處。最後，在資訊統整的表現上，九組學生中，除了 一組仍有統整的困難外，其它八組在口頭報告上多台風穩健且選用適當的媒體；在書面報告上，能使用自己的話語來統整多元的資訊，但論點歸納雜亂，結論未呼應 研究動機，以及錯別字多等問題則仍待改進。The purpose of this study was to investigate undergraduates' perception of information literacy, and their performance during the process. The scope of the study was focused on library literacy and internet literacy. Introduction to Information Literacy, a first year course was the research context and the Big6 model was used as the inquiry learning framework. The study lasted a semester, and data was gathered through participatory observation, interviews, survey, tests and document analysis. The results showed that undergraduates' perception of information literacy was different through inquiry learning. For information locating, students found that there were various channels to access appropriate information. However, they were still not yet familiar with using electronic database. For information use, undergraduates could not perform well on summarizing information, but they knew how to cite information correctly. Finally, eight groups could present their research findings with proper media selections and in their own words. However, their written reports still needed improvement in the aspects of inductive logic, conclusion, and spelling.

Keywords

• Higher education
• Big6 Model
• Information literacy