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dc.contributor.author王梅玲zh_tw
dc.contributor.authorMei-Ling Wangen_US
dc.date.accessioned2014-10-27T15:19:10Z-
dc.date.available2014-10-27T15:19:10Z-
dc.date.issued2004-10-??zh_TW
dc.identifier73739AEC-6526-5151-635E-C3F2EEF47F4Fzh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw//handle/77345300/15320-
dc.description.abstract本論文以大學開設資訊素養課程為主題,探討課程的計的與評鑑,以及其與通識教育的關係。首先闡釋大學生資訊素養的意義以及ACRL大學生資訊素養能力標準,其次探討資訊素養課程的設計,包括課程要件、課程規劃、課程發展與教學法,其次研究資訊素養課程的評鑑原理與應用。為應證理論,以California State University與臺灣大學二校資訊素養課程個案說明課程設計與評鑑,最後提出結論與建議。zh_tw
dc.description.abstractThe article mainly discusses how to design and evaluate information literacy courses for Higher Education. At first, it refers to the ACRL’s “Information Literacy Competency Standards for Higher Education.” Based on those five standards for information literacy competency, the development of information literacy courses covers instructional strategies. Evaluation and assessment of courses are also explored. Finally, there are two case studies of California State University and National Taiwan University reported and discussed on behalf of information literacy curriculum development theories.en_US
dc.language中文zh_TW
dc.publisher國立台灣師範大學圖書資訊研究所zh_tw
dc.publisherGraduate Institute of Library and Information Studiesen_US
dc.relation30(2),134-142zh_TW
dc.relation.ispartof圖書館學與資訊科學zh_tw
dc.subject.other資訊素養zh_tw
dc.subject.other課程設計zh_tw
dc.subject.other課程評鑑zh_tw
dc.subject.other資訊素養教育zh_tw
dc.subject.otherInformation literacyen_US
dc.subject.otherCurriculum developmenten_US
dc.subject.otherEvaluation and assessmenten_US
dc.subject.otherInformation literacy educationen_US
dc.title大學生資訊素養課程設計與評鑑zh-tw
dc.title.alternativeDesign and Evaluation of Information Literacy Courses for Higher Educationzh_tw
Appears in Collections:圖書館學與資訊科學

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