檔案是歷史與知識的寶庫，倘能積極培育檔案素養，將使得國人具備檔案之基本知識，並進而有效促使國人運用檔案資料。因此，檔案界應儘速訂定出一套符合檔案內涵的檔案素養指標，以作為日後推行檔案教育的基礎，本研究的目的在於 (一) 探討素養以及資訊素養的定義以及內涵，進而探討檔案素養的定義與內涵。(二) 探討各種不同學門素養的定義以及資訊素養的評估指標，制定出一套評估檔案素養的指標。(三) 透過本研究之分析，期能進一步提供台灣地區培育檔案素養之參考建議，以促進社會大眾對檔案專業的瞭解。 本論文主要是探討檔案素養評估指標，採疊慧法進行研究，由檔案界學者專家以及資深檔案管理者共同參與，將檔案素養能力分成：三個向度，十七項能力評估指標，包括：覺知到檔案的特點與內涵、檔案應用能力以及檔案資源搜尋的能力，透過兩回合的問卷反覆調查，當所有參與者的意見達到一致性與穩定性，則視為研究結束。 就上述研究結果，提出五項建議：(一) 儘速訂定我國檔案素養評估標準；(二) 加強檔案管理人員之檔案素養培訓，可針對本研究之三個面向，十七項能力指標；(三) 編訂檔案素養教育相關之課程教材，建議開設檔案素養相關課程，針對不同的年齡層及學科背景，將檔案教育融入學生課程中；(四) 積極推行檔案素養，辦理與檔案素養相關之推廣活動，以收檔案素養普及化之成效；(五) 評估檔案素養推行之成效，推行檔案素養三至五年後，依據檔案素養評估標準來評估整體的執行成效，以判斷是否達到提昇國人檔案素養的效果，同時可作為日後修訂檔案素養評估標準之重要參考依據。 / Archives is the treasure of history and knowledge. If we can actively cultivate the archival literacy, we will make people have the basic knowledge of archives and make them use archives efficiently. Therefore, the archival sector should build up the indicators of the archival literacy as soon as possible. It will be the foundation of the archival education in the future. The study aims to (1) research the definition and connotation of the archival literacy according to which of the literacy and information literacy; (2) build the indicators of the archival literacy according to the definition of the different professional areas’ literacy and the indicators of the information literacy; (3) through the analysis of this study, we hope we can provide the suggestions and references for cultivating the archival literacy in Taiwan, and promoting the professional archives to the public. This thesis explored the indicators of the archival literacy based on Delphi methodology. The Delphi panel collaborated with two groups of experts, archival academic experts and the professional archivists. The indicators of the archival literacy was carried out three faces, and seventeen indicators. The three faces include the acknowledgement of the characteristic of archives, archival utilization ability, and archival access ability. The study was ended when all participants’ opinions had reached consensus or stability after two rounds of questionnaire survey. From the results of the study, we made five recommendations: (1)It is necessary to build up the standards of the archival literacy in Taiwan;(2) We should strengthen archival literacy training to the archivists, according to the three faces and seventeen indicators;(3)We should add the archival literacy’s educational curriculum materials into the students’ courses for different age and disciplines background;(4) We should actively promote the archival literacy. In order to promote the archival literacy, we can hold the archives related promotional activities ;(5) and we will evaluate the effectiveness of promoting the archival literacy after three to five years, it will be very significant references to revise the indicators of archival literacy in the future.

資訊技術與通信科技的發展，將人類文明自工業社會帶入後工業社會的資訊社會，於資訊社會中，資訊已成為現代人生活的必需品，尤其，網際網路的興起，猶如個資訊海，充斥著各式各樣的資訊，雖然帶來生活上的便利與充實，但是大量的資訊卻也帶來人們的壓力，為免於落伍，不會為社會所淘汰，因此，資訊社會中持續地追求新知、不斷學習，已成為未來的生活方式。資訊和知識的最大差別，在於資訊只是經過整理的數據，而知識卻是經過反思消化後融入個人的知識體系□，如何將資訊轉化為知識，是身處知識經濟時代中個人不可或缺的能力。 對傳播學門而言，由於傳播新科技的運用，無論是電腦中介傳播或是網路的應用，不僅改變了傳播的媒介型式，甚至造成傳播理論的變化，影響了整個傳播學門的教育；而研究典範的變遷，由傳統陳述性的專業知識，轉為程序性與情境知識，提供問題導向與資訊處理的知識，學生要有分析環境、探索問題的能力。能察覺何時需要資訊，且有能力去搜尋、評估及有效使用資訊的一系列能力，稱之為「資訊素養」。因此，身處於現代社會的傳播學門的大學生，應具有怎樣的資訊素養能力，才能順應個人及未來工作上之需要，且能弭平人與人間的數位落差。 本論文主要是探討傳播學門大學生資訊素養能力，採疊慧法進行研究，由傳播學門專家、圖書資訊學門專家及大學圖書館館員共同參與，將資訊素養能力分成：資訊需求認知能力、資訊取用能力、資訊評估能力、資訊利用能力、資訊倫理能力等五大面向，透過三回合的問卷反覆調查，當所有參與者的意見達到一致性與穩定性，則視為研究結束。研究結果：界定了傳播學門的資訊素養意涵、建構了81項傳播學門大學生資訊素養能力指標、瞭解美國「高等教育資訊素養能力標準」於國內的適用情形、及獲得傳播學門特色的資訊素養能力。最後建議應訂定我國的資訊素養能力標準、強化傳播學門的課程設計、提供圖書館利用教育之參考、及研擬資訊素養教育相關之課程教材。 / The development of information and communication technology had brought forth human being’s information society from industrial society to post-industrial society. In the information society, the information has already become the part of the necessities of everyday life especially after the blooming of the world wide web. WWW, like an information ocean, provides a rich, easy, and various information. People are not only enjoying the benefits of information utilization from it, but also feel the stress from the massing information. It has already become a life pattern that people keep on learning new knowledge in order to prevent elimination from the modern information society. The major difference between information and knowledge is that information is sort of formulated materials, whereas knowledge is integrated to individual knowledge base after personal recognizing. For people in the modern knowledge economical century, it seems extremely important to get competency of transfer information to knowledge. For Communication field, it has changed the communication media type and communication theory due to the applications of computer mediated communication and internet utilization; furthermore, has influenced the entire communication education. The research paradigm has shifted from the declarative knowledge to procedural and context knowledge, which has provided the problem oriented knowledge and the information handling knowledge. Student needs to equip with environment analysis and problem tracing capabilities. It is called “information literacy” which is a set of abilities to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. Hence, being a communication undergraduate student in the modern society, what should owns the competencies of information literacy in order to meet the requirements of the workplace and to bridge the gap of digital divide between human beings. This thesis explored the information literacy competencies for undergraduate students in communication applying by Delphi methodology. The Delphi panel collaborated with several communication experts, library information experts and academic librarians. Information literacy competency was carried out the following five facets: information needs recognition, information access ability, information evaluation capability, information utilization ability, and information ethics ability. The study was ended when all participants’ opinions had reach consensus or stability after three rounds of questionnaire survey. Results from experts’ consensus included that: (1) recognized the definition of information literacy in communication, (2) constructed the 81 items of information literacy indicators for the communication, (3) understood the application status for ACRL Information Literacy Competency Standards for Higher Education in Taiwan and (4) acquired the features of information literacy competency of the communication. Finally, it was suggested to build up the local information literacy competency standards, to reinforce the communication curriculum design, to provide the guidance for the library instruction program, and to plan forward the information literacy educational curriculum resource materials.

本研究旨在探討臺北市區公所公務人員資訊素養（information literacy）與網路學習意願（Web-based learning willingness）的現況及關係，將資訊素養分為認知資訊、取得資訊、評估資訊、利用資訊、資訊倫理等五個構面，網路學習意願分為課程內容、獎勵措施、學習社群等三個構面，設計本研究調查問卷，經由專家審查與進行預測，以信度和效度考驗修正後（資訊素養由五個構面修正為六個構面，增加「資訊價值」構面），再對臺北市的12行政區公所員工，採分層比例隨機抽樣方式進行問卷調查，共發出563份問卷，有效問卷510份。 　　本研究以描述性統計分析（Descriptive Statistics Analysis）、t檢定（t-Test）、單因子變異數分析（One Way ANOVA）、及Person積差相關係數（Pearson Product Moment Correlation）等統計方法進行分析，歸納結論如次： 一、臺北市區公所員工整體資訊素養的知能認知程度達80.19%，平均值為4.01，其中以資訊價值最高，其次依序為資訊倫理、取得資訊、利用資訊、認知資訊及評估資訊。 二、臺北市區公所員工整體網路學習意願的知覺程度達76.19%，平均值為3.81，其中以課程內容最高，其次為獎勵措施及學習社群。 三、不同背景變項對資訊素養之差異情形： （一）不同性別、年齡、教育程度、職位、職務性質及職等的臺北市區公所員工對資訊素養等構面無顯著差異存在。 （二）不同服務年資的臺北市區公所員工對資訊素養中的取得資訊、評估資訊、資訊倫理等構面有顯著差異存在。 （三）不同使用電腦經驗的臺北市區公所員工對資訊素養中的取得資訊、利用資訊構面有顯著差異存在。 （四）不同參加網路學習的臺北市區公所員工對資訊素養中的資訊價值、取得資訊、利用資訊及資訊倫理等構面有顯著的差異存在。 四、不同背景變項對網路學習意願之差異情形： （一）不同性別、教育程度、職位、職務性質、職等、使用電腦經驗與參加網路學習的臺北市區公所員工對網路學習意願無顯著差異存在。 （二）不同年齡的臺北市區公所員工對網路學習意願中的獎勵措施、學習社群等構面有顯著的差異存在。 （三）不同服務年資的臺北市區公所員工對網路學習意願中的獎勵措施構面有顯著的差異存在。 五、資訊素養與網路學習意願之間呈現中度的正相關。 　　最後，根據研究結果對政府機關、公務人員及後續研究提出建議供參考，藉以提升公務人員的資訊素養及網路學習意願。 關鍵字：資訊素養、網路學習意願 / This study investigates the information literacy and web-based learning willingness of officials in Taipei City District Offices. The information literacy includes abilities to realize information, to obtain information, to evaluate information, to make use of information, and to follow information ethics. The web-based learning willingness is divided into three dimensions: course content, reward system, and learning community. The questionnaire that the research adopts is reviewed and predicted by experts and revised based on reliability and validity tests (adding “information value” to information literacy). The research objects are officials in 12 District Offices of Taipei City. Total amount of 563 questionnaires are distributed using stratified random sampling method, and 510 of them are valid research data. The research data are analyzed by Descriptive Statistics Analysis, t-test, One Way ANOVA, and Pearson Product Moment Correlation. The major conclusions are as follows: I.The cognitive degree of Taipei City District officials’ information literacy as a whole is 80.19%. The mean is 4.01. Among all the facets, information value gets the highest score. Other abilities, from high to low, are: information ethics, obtaining information, making use of information, realizing information, and evaluating information. II.The conceptual degree of Taipei City District officials’ web-based learning willingness is 76.19%. The mean is 3.81. Course content scores the highest followed by reward system and learning community. III.The differences in information literacy between different background variables: 1.Variables such as sex, age, education degree, position, nature of job, and rank of position are not significantly different in terms of information literacy. 2.Officials with different years in service are significantly different in abilities to obtain information, evaluate information, and follow information ethics. 3.Officials with different computer-using experience are significantly different in abilities to obtain information and to make use of information. 4.Officials with or without on-line learning experience are significantly different in terms of information value, obtaining information, making use of information and following information ethics. IV.The differences in web-based learning willingness between different background variables: 1.Variables such as sex, education degree, position, nature of job, rank of position, computer-using experience and on-line learning experience are not significantly different in web-based learning willingness. 2.Official of different ages are significantly different in dimensions of web-based learning willingness such as reward system and learning community. 3.Official with different years in service are significantly different in terms of reward system. V.The information literacy and web-based learning willingness are positive correlated with medium degree. Finally, according to the research results, the researcher provides suggestions for the government, officials, and future studies in order to improve the information literacy and web-based learning willingness of government officials. Keyword：information literacy，web-based learning willingness

資訊科技的日新月益，電腦應用的快速發展，網際網路的普及使用，在短短數十年間，使人類的日常生活乃至工作場域產生前所未有的改變。在「政府再造」以及提倡高效率的「電子化╱網路化政府」的要求之下，使用網際網路的素養能力，受到普遍的重視。本研究以國立大專院校人事人員為對象，對於其網路素養能力進行研究，以瞭解在「電子化╱網路化政府」的政策下，其網路素養能力是否符合政府推行網路化政府的要求，並可提供主管機關參考，在利用網際網路宣導政令、推行政策以及公文承轉等業務，獲得更大的效率與效果。 　　本研究之主要目的如下： 一、瞭解國立大專院校人事人員網路素養能力之現況。 二、探討國立大專院校人事人員網路素養能力與個人背景之關係。 三、提供數據做為教育部人事處將來在利用網際網路推行業務的參考。 四、提出建議做為未來教育部人事處在安排人事人員訓練課程的參考。 五、瞭解國立大專院校人事人員對於網路的使用情形及其能力是否符合政府推行「電子化╱網路化政府」的要求？ 檢視相關文獻，網路素養的意涵包涵三個層面： 一、網路使用基本概念方面（網路知識）： 　 除了要具備基本的電腦素養之外，並包括網路的概念等。 二、網路使用能力方面（網路技能）： 　　 為網路的知識與技巧。在網路化環境下，利用檢索工具在網路上尋取特定的資訊並加以處理、利用，以解決問題的能力。亦即網路使用能力。 三、網路使用道德規範方面（網路態度）： 　 網路倫理的觀念。此部分包括網路交友、網路禮節、法律常識、能分辨網路內容的好壞，以及認知到網路為人類社會帶來的影響等。 　　而本研究係為了解國立大專校院人事人員的網路素養能力，由於是著重在公務上的作業處理能力，因此針對其網路使用基本概念及能力才是本研究的重點所在。 在本研究中，研究者將個人屬性分為性別、年齡、職位、職等、教育程度與年資等六種，以個人屬性為自變項，就網路素養的網路使用基本概念與能力，以及政府所推動的「人事管理資訊系統」之使用情形與「人事行政網」之應用情形，分為四個部分做為本研究問卷基本架構的依變項，研究假設如下： 假設一：個人屬性與網路使用基本概念無關聯存在 假設二：個人屬性與網路使用能力無關聯存在 假設三：個人屬性與「人事管理資訊系統」之使用情形無關聯存在 假設四：個人屬性與「人事行政網」之應用情形無關聯存在 依問卷設計架構，透過問卷調查方式，以統計分析檢驗個人屬性與國立大專校院人事人員之網路素養是否具有關聯性。復就現況作分析，了解其因果關係與影響，進而對實務上人事業務推展與人事人員網路素養能力之培訓提出建議。 透過問卷調查與統計分析後發現，國立大專校院人事人員普遍在網路使用的基本概念方面，都具有相當高程度的認識與了解，在個人屬性與網路使用的基本概念之假設驗證方面，人事人員因年齡、年資不同，對於網路的基本概念的理解程度會有不同。而且，在學習相同的教育訓練課程時，年齡越大，其接受的程度就越低。普遍說來，國立大專校院人事人員對人事管理資訊系統電子資料庫具有相當高的使用需求，此一資訊系統提供了相當便利的各項服務，但是仍有不瞭解如何使用與實際上不會使用者。人事行政網的應用情形也尚有發展的空間。 最後，筆者認為，網路素養能力已成為個人的重要工作能力，惟受限於筆者個人之經費、時間、精力有限，希望藉本研究拋磚引玉，期望未來研究者針對其他公務人員的網路素養能力繼續研究，累積全國公務人員網養素養能力的調查研究相關資料，以為政府推行「電子化╱網路化政府」政策的參考數據，並使我國能早日達成全民知識化、網路普及化的目標，成為「知識化的台灣、網路化的政府」。

近年來高等教育逐漸重視資訊素養教育，各大學校院陸續以通識課程的形式開設資訊素養課程，期望在通識教育之精神下，培育學生具備問題解決的能力，並能有效地與人溝通合作。然而，我國目前資訊素養通識課程，在各個學校的開設有不同的名稱，且不同教師所教授的資訊素養課程內容亦有所分歧；這些課程都是以提升學生資訊素養能力為教學目標，若能發展具有共識的課程內容、尋覓適當的教學方式，應有助於協助教師規劃課程，改善大學生整體的資訊素養。 　　本研究之目的即在探討目前資訊素養課程開設之情形，以及授課教師對課程規劃之看法，以提出資訊素養通識課程規劃之建議。本研究對我國九十七學年度資訊素養通識課程進行內容分析，瞭解資訊素養通識課程開設之現況；並透過問卷和訪談調查資訊素養課程授課教師之教學模式與評量方法。 　　經調查顯示，大學校院資訊素養通識課程開課數量較往年有所成長，資訊素養教育已愈來愈受學校重視。而資訊素養通識課程名稱相當多元，課程內容以「查找資訊資源」為資訊素養課程主要的核心，但亦包含建立知識背景、評估資訊資源等內容，較以往的課程更重視資訊的組織與呈現，以及資訊倫理和法律議題。而從授課教師教學型態中發現，資訊素養課程已開始朝向數位學習發展，教師亦運用多樣化的教學活動與教材規劃課程，並從知識、技能與態度面來評量學生學習成果。 　　由研究結果歸納建議，大學校院資訊素養通識課程在開設方面，應由通識教育中心主動規劃，且可與圖書館共同合作發展課程，將其納入整個教學人力和資源；在課程規劃方面，教師可以「圖書館和資訊素養」為課程名稱，並依《高等教育資訊素養能力標準》為目標彈性設計課程、開發問題導向式學習教材、善用數位學習教材輔助教學，並以數位學習認證規範開發課程與教材；在評量方面可透過學習歷程檔案來評量學生學習成果。最後，應建立資訊素養教材資源交流的平台，互相分享資訊素養課程教材，做為推動資訊素養教育之管道。 / In recent years, information literacy education has gained more and more attention in higher education. Some universities offer courses about information literacy in general education program. With the spirit of general education, these information literacy courses enable students to solve problems independently, as well as communicate and cooperate with others efficiently. However, currently, each university adopts different course names for information literacy courses and each teacher teaches in different ways. Since the aims of these courses are to build up information literacy ability of students, a consensus on the course content and developing suitable teaching methods will help teachers in designing information literacy courses and effectively improve students’ information literacy skills. The purpose of this study is to explore the current situation of information literacy courses and to understand teachers’ perspectives on course design, and further make suggestions on information literacy courses planning. This study analyzed the information literacy course contents in general education program of 2008 School Year in Taiwan, and investigated teachers’ teaching model and assessment methods through questionnaires and interviews. Findings show that the numbers of information literacy courses have been increased than that in last year and information literacy course has gotten more attention in universities. The names of information literacy courses are diverse. The contents of information literacy courses mostly focus on information searching, but also emphasize on building background knowledge, evaluating information sources, organizing and presenting information, and recognizing issues of information ethics and information laws. The instructional patterns of information literacy courses have been moved toward e-learning style. Teachers use various activities and materials to design courses, and evaluate students’ learning performance in terms of knowledge, skills and attitudes. Based on the results, this study suggests that: (1) General education center should offer information literacy courses initiatively. (2) Teachers could cooperate with the library to develop information literacy courses. (3) Use “Library and Information Literacy” as the course name. (4) Designing courses flexibly based on the “Information Literacy Competency Standards for Higher Education”. (5) Developing problem-based learning materials. (6) Use e-learning materials to support teaching. (7) Developing courses and teaching materials in accordance with the e-Learning Quality Certification. (8) Use portfolio to assess students’ learning performance. (9) Establishing an information exchange platform to share the resources of information literacy.

素養一詞原指的是讀與寫的概念，但隨著科技不斷地發展與更新，以及社會型態的變遷，素養的概念也隨之改變，並且吸收了更多新的元素，近十幾年來，將關的素養概念如資訊素養、媒介素養、電腦素養、科技素養不斷地發展，並且被整合進入課程當中，拓展且豐富了素養的概念。之後網際網路的出現更大幅改變了人們的生活，未來更有可能成為主導性的媒介與資訊工具，然而現今關於網路素養的概念大多停留在網路使用的能力與資訊搜尋的技術上，忽略了互動安全、法律規範、倫理道德等議題。 本研究嘗試以媒介素養的概念出發，將網路媒體素養的概念區分為以下幾個面向並加以探討：（一）網路使用能力；（二）資訊評估能力；（三）網路安全能力；（四）網路法律能力；（五）網路禮儀能力。並將這些概念發展為可測量的問卷題項，針對台北縣市國小高年級學童進行施測，希望能從中得出影響網路媒體素養高低的因素，結果發現學童在「網路使用能力」及「資訊評估能力」上表現，優於「網路安全能力」、「網路法律能力」及「網路禮儀能力」，而「居住地區」、「家長干涉參與程度」與「網路使用自我控制能力」均是影響網路媒體素養的重要變項。 因此建議教育機關與學校在實施網路教育時，除了使用能力的培養之外，也應多關注其他如網路倫理、網路禮儀等面向，而家長在家中也能多參與關心兒童的網路使用行為，以培養兒童更健全的網路媒體素養觀。

檔案素養係指個人擁有對於檔案方面的基礎知識，能夠瞭解自身檔案需求，以及具備有效率地查詢、分析、選擇、評估、利用及傳播檔案資訊的能力。但國內對於檔案應用的概念相較於圖書館的圖書館利用仍較顯薄弱，換而言之，即是檔案素養之概念較不普及。檔案界可效法圖書資訊界進行圖書館利用教育之經驗，也投入檔案利用教育之推行，並結合國內通識教育之發展，開設檔案素養通識課程，進一步培養大學生檔案素養能力。 本研究之目的，在於探討國內外檔案素養與資訊素養教育理念及其必要性，以及瞭解大學師生對於檔案素養通識課程內容規劃之意見與期許，並進一步提出較完整的大學檔案素養通識課程主題綱要與後續發展建議。 本研究參考國內外資訊素養與檔案素養相關課程綱要，整合檔案素養通識課程內容，分析歸納檔案素養通識教育所應具備的要點，並依此擬定一份檔案素養通識課程主題單元規劃。後續再搭配深度訪談法，分別由大學教師與學生雙方觀點來評估該份課綱之適用性，並依據訪談結果進行課程主題單元之調整。綜合訪談結果，本研究最終提出之檔案素養通識課程規劃有檔案知識、檔案實務工作、檔案檢索、檔案應用以及檔案倫理等五大主題，各主題之下共有22個概念單一之子單元，以供授課教師依其需求精確挑選欲與課程結合之內容。 本研究建議後續檔案素養通識課程，可彈性結合本研究歸納出之檔案素養通識課程主題綱要，建立符合教師需求之課程綱要；也可與資訊素養、文史相關通識或圖書館利用教育結合；在課程內容方面，課程設計將理論與實務相結合，使課程內容多元延伸。 / Archival literacy means that someone has the basic knowledge of archives, realizes his needs of archives, and has the abilities of searching, analyzing, choosing, evaluating, using and broadcasting archival resources. However, the concept of archival public access is not as well-known as borrowing books in the library, which means that the concept of archival literacy is less popular than library instruction. To improve the notability of archival literacy, we can follow the example of library instruction to promote archives instruction, or follow the development of general education in Taiwan to offer the archival literacy courses, which can cultivate the ability of archival literacy of college students. The purpose of this study is to explore the educational philosophy and the necessity of archival literacy and information literacy at home and abroad, and to realize the opinions and expectations of the plan of archival literacy courses from college students and teachers. Furthermore, to offer a much more complete syllabus of archival literacy courses and to make some suggestions of follow-up development. The study explores the syllabuses of information literacy and archival literacy courses at home and abroad, and integrates the contents of these courses to analyze and sum up some principles that should take into consideration while planning archival literacy courses. According to these principles, we’ll make a list of subjects and units as for the plan of archival literacy courses. The study also explores individual views and considerations by in-depth interviewing college students who had taken a course about archival literacy and teachers that are studying in the field of archives, had been working at the archives, or had lots of experience of archival accessing. From the result we adjust the syllabus to a more flexible module includes five subjects and 22 plain units. The five subjects are: (1) the knowledge of archives, (2) the practical work of archives, (3) archives retrieval, (4) archives access (5) ethic of archives. Teachers could choose any topics or units that exactly meet their demands to combine with their syllabuses. The study suggests that the archival literacy courses follow-up could choose some subjects or units from the syllabus that the study sorted out to make their syllabuses meet their demands; the archival literacy courses could be combined with historical course or library instruction. Finally, for the content of the curriculums, it should combine theory with practical works. Choose more units like visiting archives or accessing archives could excite the students’ interest and improve their wills to get into the class.

科學議題是大眾每日生活中不可或缺的訊息類型，它可能大至科學政策的討論，或小至個人決定是否選用某項產品的生活細節當中。然而大眾對科學訊息的接近與使用，多侷限在對媒體訊息的依賴，並以新聞報導為主。因此，大眾如何理解與詮釋新聞媒體中的科學訊息，便是探討大眾與科學傳播中重要的環節。大學生處於正式進入社會場域，並離開以學習為主之校園生活的預備階段，是探討科學教育及媒體訊息傳播都十分重要的角色，因此本文以大學生為研究對象，討論了大學生對科學新聞報導的理解與詮釋互動，以及其所展現的科學素養表現。 本研究發現受訪大學生對科學報導的詮釋展現了六種詮釋態度。分析與其詮釋表現相關的因素，「科學新聞文本」對受訪者的詮釋影響展現在三個層面：學生對「科學」本身所採取的態度、報導主題的性質以及報導論述的方式。而「讀者本身的差異」，包括科系、所學背景，特別是高中所學以及科學性通識課程之修習，以及媒體使用習慣等，對受訪大學生的理解與詮釋也產生影響。 此外，受訪大學生在對科學新聞報導的詮釋上共享特定的詮釋策略，包括慣用「自身所學」（主修科系）作為詮釋報導的主要基模與互動內容；對教化（教師及專家權威）及同儕論述的信任；以及以網路為主的媒體使用習慣。而受訪大學生在理解及詮釋科學新聞時所展現的科學素養方面，整體而言主要僅呈現對科學報導知識層面的理解，例如對特定概念、科學過程及方法的認識；但同時也展現對科學報導一定的批判及懷疑態度。本研究亦進一步提出對科學報導產製及科學教育未來發展之建議，期待國內在未來能擁有一個更好的科學傳播環境。

Financial literacy is the ability to understand how money works, it refers to the set of skills and knowledge that allows an individual to make informed and effective decisions with all of their financial resources. Raising financial literacy levels is a major concern around the world, because it affects how people save, spend, and invest, as well as their ability to create and grow income. However, Nicaragua is far behind. I started working under the assumption that financial literacy levels in Nicaragua were very low, because of a series of factors. Among them, the macro and micro economic conditions –including poverty level and education-, the unawareness from the government of the importance of financial literacy in people’s lives, the lack of financial advisors nationwide, etc. To prove my theory, I decided to do a 25 question, online survey in Nicaragua. During a one week period, 343 people from all age ranges answered it and provided me with insights that allowed me to analyze their financial health, as well as their relationship with money. The three main objectives I was looking to accomplish with the survey were: to determine the current situation of financial literacy in Nicaragua, to evaluate the market’s needs regarding personal finance, and to assess the potential market for a personal finance in advisor. After reviewing the particular socio-economic conditions of the country, I guide you through the questionnaire Nicaraguans had to answer, and provide results and analysis based on them. The lack of financial culture in the country is evident from the beginning till the end of the questionnaire, but the results offer a starting point to increase financial literacy levels. Some of the main conclusions delivered by this analysis are that people tend to overestimate their financial knowledge and rate their performance and actions better than they actually are, and that most of them are eager to learn about personal finance and lead a healthier financial life.

在一個民主政治國家當中，公民選舉需定期舉行，透過定期的選舉選出民眾期望的候選人，這是一個公民社會當中基本的權利，人民應透過公共事務的參與，了解政治體系的運作，並適時表達意見並參與公民活動，一個良好的公民需具備民主與法律知識，了解民主政治的運作，透過權利與義務實行展現民主自治精神，積極參與公共事務，傾聽他人並適當溝通，有助於國家的民主政治發展。 本研究目的想探討目前民眾對公共事務的參與意願，透過選舉競選造勢活動的調查，分析不同族群下對選舉活動的態度，調查不同面向因素包含受訪者的基本資料、傳播媒體行為、社交行為、個人特質與公民素養，目的為探討競選活動的參與意願。