從景文科技大學「教師協同推廣圖書館資源」探究教師對圖書館資源與服務之需求
Abstract
本研究主要是針對景文科技大學「教師協同推廣圖書館資源」之現況進行個案探討、對於技專校院教師在教學歷程的各個階段，實施將圖書館資源融入教學時，了解其圖書館服務與資源之利用情形暨需求，最後提出圖書館所能提供的服務與資源之建議。本研究是以個案研究的方式進行探討，研究場域為景文科技大學，研究對象為該校執行「教師協同推廣圖書館資源」計畫中，實施協同推廣圖書館資源融入教學設計的教師們為主，本研究同時採用質性與量化研究，研究方法包括：內容分析、訪談法與問卷調查。
研究結果發現：教師們對圖書館提供之服務與資源，持肯定認同的態度，不論是實體館藏或虛擬館藏均為支援教學所利用，再者透過傳統講述方式，搭配不同的教學方法以及圖書館資源之運用，教師們藉由館藏資源融入課程的原因有六點，依序為：希望讓學生多認識圖書館資源、希望引起學生對課程的學習動機、提高所屬系所的借閱率、圖書館資源非常適合應用於自己的課程、教師自己對館藏資源運用很嫻熟以及配合學校之評鑑加分等；教師們將圖書館服務與館藏資源融入教學的設計概念來源有五項：資源導向學習的學理根據、參考他校教師的作法、教師自己過去的學習歷程、參考校內其他教師的作法、參與校外競賽活動，引發想法。
根據研究結果，本研究提出幾項建議：1.協同其他行政單位認同圖書館資源融入教學的課程；2.圖書館服務部份-與教師協調課程的教學計畫、建置並推廣圖書館資源融入教學的平台、館員於課堂中指導學生運用資源技巧、館員與教師合作評估館藏支援教師教學之成效、設置圖書館資源學科專家提供學生課業諮詢、評估新的館藏資源對教學及學習之合適性、推薦新的館藏資源給教師以供教學使用、協助教師設計及編輯所需教材、推廣電子書融入教學；3.圖書館資源部份-購置適合授課用之各種資源。
This research is a case study of faculty-librarian collaboration program in the Jinwen University of Science and Technology (JUST) to understand faculty’s needs for using the library services and resources regarding the implementation of cooperating with librarians to design and integrate the library resources into their curricular and teaching activities. Those teachers who joined the faculty-librarian collaboration program in the JUST are the objects of this research. Both qualitative and quantitative methods are used in this research to analyze data including content analysis, interview and questionnaire survey. Some findings are proposed in this research: (1) Teachers shows positive thinking and feedback to the program. Teachers do hope to integrate the library resources either physical or virtual into their curricular and teaching activities for helping students get acquainted with the resources and services of library. (2) Going beyond the traditional lecturing approach, different teaching methods matching with library resources in the classroom can inspire students’ motivation to learn. (3) Six main reasons for teachers to integrate library resources into their curricular in order: a) let students learn more about library’s resources; b) raise students’ motivation to learn in the class; c) increase the book borrow rate of their own department; d) library’s resources are suitable to be used in the their own class; e) familiar with the library’s resources; f) get extra points regarding to the annual evaluation. (4) The design concepts of integrating library services and resources into teachers’ curricular and teaching activities were from the following five ideas: a) based on the theory of resource-oriented learning; b) referring to other practices in different institutions ; c) according to their own learning process in the past; d) referring to other teachers’ implementation in the JUST; and e) getting ideas from the experiences of attending different contests off campus. Some suggests are proposed based on the findings and results of this research: (1) The manager of library coordinates other Administrative unit to approve the library resources to integrate the teaching the curriculum. (2) Regarding to the library services: a) Librarians should work with faculty to prepare the teaching plan. b) A platform can be established to promote the implementation of integrating library resources into curricular and teaching activities. c) Librarians should walk into the classroom to teach library skills. d) Librarians can work with faculty to evaluate the teaching effectiveness of integrating library resources into the curriculum. e) The JUST Library should continuously implement the system of teacher as a library specialist. f) Librarians should select and collect current suitable collections and resources to support the need of teaching. g) Librarians should assist teachers to design and edit teaching materials. h) Librarians should reinforce the promotion of electronic books. (3) Regarding to the library resources: The library should purchase and collect different kinds of resources to support different teaching needs for teachers.
This research is a case study of faculty-librarian collaboration program in the Jinwen University of Science and Technology (JUST) to understand faculty’s needs for using the library services and resources regarding the implementation of cooperating with librarians to design and integrate the library resources into their curricular and teaching activities. Those teachers who joined the faculty-librarian collaboration program in the JUST are the objects of this research. Both qualitative and quantitative methods are used in this research to analyze data including content analysis, interview and questionnaire survey. Some findings are proposed in this research: (1) Teachers shows positive thinking and feedback to the program. Teachers do hope to integrate the library resources either physical or virtual into their curricular and teaching activities for helping students get acquainted with the resources and services of library. (2) Going beyond the traditional lecturing approach, different teaching methods matching with library resources in the classroom can inspire students’ motivation to learn. (3) Six main reasons for teachers to integrate library resources into their curricular in order: a) let students learn more about library’s resources; b) raise students’ motivation to learn in the class; c) increase the book borrow rate of their own department; d) library’s resources are suitable to be used in the their own class; e) familiar with the library’s resources; f) get extra points regarding to the annual evaluation. (4) The design concepts of integrating library services and resources into teachers’ curricular and teaching activities were from the following five ideas: a) based on the theory of resource-oriented learning; b) referring to other practices in different institutions ; c) according to their own learning process in the past; d) referring to other teachers’ implementation in the JUST; and e) getting ideas from the experiences of attending different contests off campus. Some suggests are proposed based on the findings and results of this research: (1) The manager of library coordinates other Administrative unit to approve the library resources to integrate the teaching the curriculum. (2) Regarding to the library services: a) Librarians should work with faculty to prepare the teaching plan. b) A platform can be established to promote the implementation of integrating library resources into curricular and teaching activities. c) Librarians should walk into the classroom to teach library skills. d) Librarians can work with faculty to evaluate the teaching effectiveness of integrating library resources into the curriculum. e) The JUST Library should continuously implement the system of teacher as a library specialist. f) Librarians should select and collect current suitable collections and resources to support the need of teaching. g) Librarians should assist teachers to design and edit teaching materials. h) Librarians should reinforce the promotion of electronic books. (3) Regarding to the library resources: The library should purchase and collect different kinds of resources to support different teaching needs for teachers.
Description
Keywords
教師協同推廣圖書館資源, 支援教學, 教師與館員合作, promoting library resources, supporting teaching, faculty-librarian collaboration, library services