The purposes of this study are three-fold: 1. To organize and summarize the data concerning library services for the libraries filling out these criteria; (2.) To find the strengths and weaknesses of these libraries; (3.) To point up areas in which improvement needs to be made.

本研究採用問卷調查法了解完全中學學生使用圖書館之期望與實際感受之服務品質，藉以瞭解學生對圖書館的滿意度，作為圖書館改善服務之參考。研究首先透過文獻分析，參考圖書館的服務品質評量工具LibQUAL+，並研究國內針對高中職圖書館之相關理論，修改發展出適合高中生與國中生之圖書館服務品質評量指標，並經與學校圖書館人員及使用者進行共三場焦點團體訪談後修正指標並進一步發展為問卷。本問卷以抽樣之台中市四所完全中學學生為實證研究對象，共發出1,142份問卷，回收1,138份，回收率高達99.64％，其中有效問卷1,133份。本服務品質評量問卷共分為「空間環境」、「館藏資源與利用」、「圖書館服務」及「圖書館教育與推廣」等四大構面，共有29項指標，並採用期望服務品質及感受服務品質兩種滿意度評分差距。 本論文研究結果顯示：（一）完全中學學生期待圖書館有更豐富的館藏及提供電子資源。(二)學生到館頻率每週少於一次的高達57.8％，顯示完全中學圖書館的利用率偏低。（三）學生對圖書館感受之服務品質平均值大都在3.5以上，顯示學生對圖書館的服務大致可接受，但均未達優質服務。國中生及高中生均對「圖書館所在便利性」最不滿意。（四）不同性別對圖書館感受服務品質差異性較小，國中生及高中生對圖書館感受服務品質差異性大；國中生感受的服務品質大都高於高中生。（五）完全中學圖書館需針對國中生及高中生提出不同的服務策略。 根據上述研究結果，本論文提出以下建議：(一)運用圖書館服務品質評量加強圖書館評鑑，做為圖書館經營管理之參考。（二）加強推展圖書館利用教育，發揮圖書館功能。（三）擴充圖書館編制提升專業形象，並擴大服務範圍。（四）提昇圖書館軟硬體設備，發揮圖書館資訊服務的功能。 / This study uses the method of Questionnaire to measure the expectations and degrees of satisfaction of comprehensive high school students toward libraries. Using the method of literature review, also taking reference from Library Service Quality Assessment LibQUAL+ and relevant theories concerning high school or professional high school libraries, this study comes up with a revised index of service quality assessment suitable for junior and senior school students. After conducting three focus group interviews with school librarians and users, the researcher then revises the above-mentioned index and transformed it into a Questionnaire. This study, using students from four comprehensive high schools in Taichung City as subjects of empirical studies, issued 1,142 questionnaires, among which 1,138 were returned (the return rate was as high as 99.64%), and effective ones amounted to 1,132.The questionnaire consists of four aspects: space and environment, library resources and usages, library services, and librarian education and promotion. It includes 29 indicators, and is rated by the expected and perceived service qualities. The study shows the following results: 1.Comprehensive high school students look forward to more comprehensive library resources as well as resources in electronic forms. 2.The percentage of students visiting libraries less than once in a week is as high as 57.8%, meaning the usage rate for comprehensive high school libraries is low. 3.The perceived quality for library service, on average, is generally above 3.5 points in a score ranging from 1-5, but not reaching the expected service qualities. Such result manifests that students find the library service mostly acceptable, but not preferable. Both junior and senior high students find ‘the accessibility of libraries’ most unacceptable. 4.Gender has relatively little effect on the difference of perceived quality of service, whereas there’s a big gap between junior and senior high school students. Junior high students tend to score higher than senior high students on perceived service quality. 5.It is imperative for comprehensive high school libraries to provide different service strategies for junior and senior high school students. Based on the result of the above study, the thesis suggests the following: 1.Libraries should use service quality assessment as a way to enhance their evaluation, whose result should be taken as managerial reference. 2.It is imperative to strengthen the promotion of the usage of libraries. 3.It is imperative to enlarge the organization scale of libraries so as to promote professional image and to enlarge service range. 4.It is imperative to upgrade soft, as well as hardware equipment of libraries to enhance information service of libraries.

在現今資訊化的學校教育中，將資訊科技融入於課程、教材與教學中，並提供學習者有意義的學習歷程，以得到較佳的教學成效。是教師教學上必需學習的創新與突破。學校圖書館的功能在於蒐集整理與提供教學有關資料，以支援教師教學及協助學生學習，所以必需與教師建立密切的合作關係。 本研究主要探討我國高中職教師資訊科技融入教學現況、程度與圖書館支援教學策略。採用問卷調查法與焦點團體訪談，以獲得國內高中職教師在這些議題上的資料與看法，並提出有效支援教學之策略。 綜合而言，目前我國高中職教師資訊科技融入教學的現況為：(1)整體表現不佳；(2)教材製作面向表現較佳、溝通與分享面向表現不佳；(3)男性、40歲以下、最高學歷為科大學士、具有6-10年教學經驗、任教藝能類科、行政兼職擔任組長等條件教師表現較佳；(4)學校類型為公立高職、一年內參加資訊相關研習時數達24小時以上、圖書館使用頻繁（2天以上/每週）的教師，也有較佳的表現。 教師資訊科融入教學程度調查，引用國外LoTi量表，以八個簡單的層級數字，清楚地將教師資訊科技融入教學程度歸類。研究結果與現況相近，呈現：(1)整體融入程度「普通」；(2)融入層級以4a層級(整合-機械化)比例最高；(3)全體教師融入程度低中高層級比例為2：5：3；(4)男性、30歲以下、科大學士學歷、教學年資6-10年、任教藝能類科、近一年研習時數在19-24小時、任教於台北市、公立高中、擔任行政兼職主任、組長工作、經常使用圖書館的教師，程度表現較佳。 教師針對圖書館支援教學的需求與滿意程度，綜合研究結果為：(1)整體表現：教學需求非常強烈，但滿意程度不佳；(2)教學需求面向以「網路資源與電子資料庫」最高；「遠距教學支援」最低；(3)教師個人變項以公立高中教師、中層級(3-融入、4-整合) 融入程度，教學需求較高；(4)滿意程度面向以「軟硬體設備」較高；「遠距教學支援」較低； (5)屏東縣教師滿意程度低於台北市教師、私立高職教師滿意程度則低於其他類型學校教師。 綜合訪談結果，現階段高中職圖書館有效支援教學策略包括：(1)充實教學資源。圖書館本身需提供更豐富的電子書、電子資源及資料庫供教學利用；建構跨領域的教材、課程、評量學習平台…等；(2)提昇服務內涵。圖書館首先需有專業及熱忱服務團隊；定期辦理座談、資訊知能研習，瞭解師生需求並提高資訊養能；配合教學需求，進行主題資料蒐集與推薦…等。(3)建立獎勵制度。鼓勵教師與圖書館人員積極尋求教學上的合作，以利校內資訊科技融入教學的推動。(4)維持良好互動。與老師建立良好的關係是所有圖書館經營者首要的工作，也是圖書館活動推動成敗的關鍵。 最後，本研究為圖書館支援教學提出幾點建議，供相關單位參考：(1)多辦校內座談，了解老師需求；(2)鼓勵參加研習，提昇資訊素養；(3)教學作業指派，生活化數位化；(4)合作支援教學，訂定獎勵辦法；(5)圖書館員特質，需專業及熱忱；(6)增設支援編組，提供專業服務；(7)整合入口網站，連結網路資源；(8)區域資源整合，建電子資料庫 / In today’s informational education, information technology is fused into the courses, materials, and teaching also provides a meaningful learning progress to the learners for better teaching effect. These are the creativity and breakthrough that a teacher should have in teaching. The function of the school’s library is to collect and provide teaching materials to support teachers in teaching and students in learning. Therefore, it should have a close cooperative relationship with the teachers. This research is to discuss the situation, degree, and liberay-support-teaching strategy of the information technology brought in by high school teacher. We used questionnaire investigation and the group interview to gain the data and the opinion of the high school teachers on these issues. Later, propose effective strategies that support teaching. In general, the current status of high school teachers blend in the informational information is: (1) the integral performance is bad; (2) it’s better in making teaching tools but worse in communication and sharing; (3) male, age under 40, with highest degree of bachelor and 6-10 years of teaching experiences in the arts and also hold administration office has better performance; (4) teachers in public high school who make use of library a lot and attend information-related seminar for more than 24 hours within a year have better performance. For investigating teachers blend in information technology, we adapted LoTi scale with eight simple levels to classify the degree. The research result is similar to the current status that (1) the integral blend in degree is “average;” (2) blend in level 4a (integrate- mechanization) has the highest proportion; (3) the blend in ratio of entire teacher is 2:5:3, low-medium-high; (4) male, age under 30, with highest degree of bachelor and 6-10 years of teaching experiences in the arts, attend seminar for 19-24 hours within a year, teach in Taipei City with an administration position in public high school and often use the library has better performance The general resulf of the demand and satisfatory degree that teachers hold toward liberary support teaching are: (1) integral performance: strong teaching demand but bad satisfactor; (2) in the aspect of teaching demand, “Internet resource and electronic database” has the highest point; “long-distance teaching support” has lowest point; (3) teachers’ personal variables of public high school teachers, medium blend in level (3-benedly, 4- integrate) have higher teaching demand; (4) in the aspect of satisfactory, “soft- and hard-ware equipment” has higher point and “long-distance teaching support” has lower point; (5) the satisfactory of teachers in Pingdong County is lower than those in Taipei City; teachers in private vocational school has lower satisfactory than those teachers in other kinds of schools. The result of general interview is that the effective support strategy of high school library includes: (1) enrich teaching resource. Libraries should provide abundant electronic books, electronic resources and databases for teaching; establishes cross field material, courses, and evaluating learning platform, etc; (2) elevate service. The library should have a team with profession and enthusiastic; hold regular discussion, information knowledge seminar to understand the needs of teachers and students also increase informational content; cope with teaching demand and collect these data and make recommendations, etc.; (3) build up a reward system. Encourage teachers actively work with the librarians in favor of blending of school informational technology; (4) maintain good interaction. Having a good relationship with teachers is the primary work of all librarians and it also is the key to the success of the library activities. Finally, this research proposes several recommendations in library-support teaching for related units: (1) hold more in school discussion to understand the needs of the teachers; (2) encourage teachers to participate in the seminar to increase literacy in information; (3) assign teaching material with life and digitalize; (4) corporate in supporting teaching and draw reward regulations; (5) the quality of a libarian should be both professional and enthusiastic; (6) set up additional support team to provide professional service; (7) integrate access website to link to the Internaet resources; (8) integrate destric resource and set up electronic database.

For school libraries to sufficiently contribute to better information skills’ development and creation of a culture of lifelong learning among students, they require backing through well articulated policies both at national and individual school level. This study investigated the prevailing status of school libraries in public secondary schools in Nairobi County, Kenya. Using a survey research design, with a response rate of 68% for school principals and 66% for school librarians, this study established that although the majority of the schools had school libraries, these were individual schools’ efforts. There were no government policies on school libraries and most of the schools lacked explicit library policies. Additionally, they had not embraced contemporary trends in technology and the major impediment was lack of financial support. The study concluded that school libraries in Nairobi County were inadequately resourced and supported and recommended that the government of Kenya should come up with national policies that will entrench school libraries in the education system. / Information Science / MA (Information Science)

For school libraries to sufficiently contribute to better information skills’ development and creation of a culture of lifelong learning among students, they require backing through well articulated policies both at national and individual school level. This study investigated the prevailing status of school libraries in public secondary schools in Nairobi County, Kenya. Using a survey research design, with a response rate of 68% for school principals and 66% for school librarians, this study established that although the majority of the schools had school libraries, these were individual schools’ efforts. There were no government policies on school libraries and most of the schools lacked explicit library policies. Additionally, they had not embraced contemporary trends in technology and the major impediment was lack of financial support. The study concluded that school libraries in Nairobi County were inadequately resourced and supported and recommended that the government of Kenya should come up with national policies that will entrench school libraries in the education system. / Information Science / M.A. (Information Science)