過去研究指出因為欠缺基礎數位素養，敏銳度不足造成國內學生面對大量網路訊息時，降低了過濾資訊的能力，因此建立起資訊篩選與評估的機制，培養數位閱讀能力與資訊素養，成為近幾年來熱門的議題。本研究以「閱讀知識合作標註學習系統」結合網路探究式學習，發展「合作式標註工具輔助網路探究式學習模式」，期望能創新資訊素養教學，為學生找到有效提升資訊尋求能力的新方法。 研究採用準實驗研究法，以新北市某國小五年級兩班共50名學生為研究對象，進行「網路資訊評估與判斷」的主題合作探究學習，其中一班25名學生被隨機分派到採用「合作式標註工具輔助網路探究式學習模式」為實驗組，另一班25名學生被隨機分派到採用「討論版工具輔助網路探究式學習模式」為控制組，以先備知識及認知風格作為背景變項，探討兩種不同學習模式的學生在學習成效、認知負荷、科技接受度與學習滿意度的影響與差異。 研究結果發現，相較於「討論版工具輔助網路探究式學習模式」，採用「合作式標註工具輔助網路探究式學習模式」對於中、低先備知識者以及場地獨立型風格學生的學習成效有很大助益；不論是採用哪一種學習模式的學習者在學習中，並不會產生過大的認知負荷；而在評估科技接受度以及學習滿意度上，低先備知識的學生認為採用「合作式標註工具」比採用「討論版工具」輔助網路探究式學習的幫助更大，同時在學習滿意度也更為顯著。 最後基於研究結果，提出發揮工具的優勢發展系列推廣課程，以及延伸應用批判性思考學習對教師進行教學的建議，以及未來可深入長時間發展、探究式學習的互動歷程行為、學習遷移等相關探討與研究，希望能作為資訊素養教育推廣下，研究領域探討議題的新方向。 / The past studies have suggested that the lack of basic digital literacy and acuteness has reduced Taiwanese students’ ability to filter information when facing a vast amount of Internet information. As a result, establishing a mechanism for selecting and assessing information, as well as cultivating digital reading ability and information literacy have been the hot topics in recent years. By combing the Reading Knowledge Collaborative Annotation Tool (CAT) with the Web-based inquiry-based learning, this study has developed the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool,” hoping to innovate the information literacy instruction and find new ways to effectively improve students’ information search capabilities. In this study, a quasi-experimental study method was adopted, and 50 fifth-graders from two classes in a certain elementary school in New Taipei City were selected as the research subjects to conduct the collaborative inquiry-based learning on the theme of “Internet Information Assessment and Judgment.” Among them, 25 students from one class were randomly assigned to the experimental group of adopting the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool,” while 25 students from another class were randomly assigned to the control group of adopting the “Web-based Inquiry-based Learning Model with the Discussion Board Tool.” With prior knowledge and cognitive style as background variables, the influences and differences in students’ learning effectiveness, cognitive load, technology acceptance, and learning satisfaction in two different learning models were thoroughly explored. The research results found that compared to the “Web-based Inquiry-based Learning Model with the Discussion Board Tool,” the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool” showed much higher benefits in the learning effectiveness for students with middle and low prior knowledge and with field independence. Both of these two models produce would not produce excessive cognitive load on students during the learning process. As for the assessments on technology acceptance and learning satisfaction, students with low prior knowledge considered that the Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool was more helpful for them than the one with the Discussion Board Tool, and they also showed a higher significant level of learning satisfaction. Lastly, based on the research results, this study suggests that the advantages of the tool can be used to further develop a series of promotion courses, and the use of critical thinking learning can be extended to the teaching for teachers. Also, this study suggests that the long-term in-depth explorations of the interactive course behavior of inquiry-based learning, transfer of learning, and other relevant studies can be conducted in the future, hoping to provide as new directions of topics for the research field when promoting information literacy instruction.

Subject and learning support librarianship first began in African university libraries in the 1960s, but became more prevalent in the 1980s. Subject librarians, who were known by different titles in various universities, were responsible for one or more subjects, departments, schools or faculties, in terms of providing a subject-based information service, and performing subject-based collection development, user education, and liaison functions. They were organised according to specific models or structures which determined whether or not they performed only subject duties in the library. They formed a core part of the university library, and with each major technological advance, they had to reassess their roles, titles, functions, duties, educational qualifications and skills, so as to adapt to the new information environment. Unfortunately, the inception, development, re-assessment and adaptation of subject librarianship on the African continent did not follow a standard path, and no standards guidelines were compiled that could be utilised by new subject services. The purpose of this study was to investigate the roles, responsibilities and skills of subject librarians in the Southern African Customs Union (SACU) region. The target population consisted of subject librarians in this region and a census method was used to determine participants. The quantitative research approach employing a survey design was used by the study. Data was collected using questionnaires, and results were clarified by interviews with a selection of library managers. Data was analysed using SPSS, MS-Excel and content analysis. The research found that the main models of subject librarianship in place were the dual and hybrid models. It determined the main titles that subject librarians were known by, and that their role, involved providing teaching, learning and research support to faculty members, staff, students and researchers. It also determined the main functions and related duties performed, and the main educational qualifications and skills held by, or required by subject librarians. Since the study found that no guidelines, specifically targeted at subject librarians in the region, were available, as one of its outcomes it provided guidelines, in the form of an appendix, for new subject services to adapt or adopt if they desired. / Information Science / D. Litt. et Phil. (Information Science)

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<p>The overall goal of this dissertation is to predict and explain how information literacy instruction (ILI) influences the adoption of online library resources (OLRs) by business students. This dissertation has two other important goals. First, this dissertation aims to assess the efficacy of active ILI and passive ILI. Second, this dissertation seeks to examine the role that OLR self-efficacy and OLR anxiety play in influencing ILI learning outcomes and the adoption of OLRs.</p> <p>To achieve these goals, a theoretical model was developed that integrates research on ILI outcomes and technology adoption. To test this model, a web-based survey was developed and administered to 337 business students at McMaster University.</p> <p>This dissertation makes several important contributions to theory. First, the findings from the analysis of the structural equation model confirm that the Technology Acceptance Model is an appropriate tool for studying the adoption of OLRs. Second, the findings indicate that amount of ILI is not a significant predictor of the adoption of OLRs. Third, though the amount of ILI was not found to be a predictor of OLR self-efficacy or OLR anxiety in the quantitative analysis, results from the qualitative analysis suggest that ILI increases self-efficacy and reduces anxiety. Fourth, the findings suggest that OLR self-efficacy and OLR anxiety are significant determinants of the adoption of OLRs where OLR self-efficacy was the strongest determinant of the adoption of OLRs. Last, consistent with Bandura’s social cognitive theory, OLR self-efficacy and OLR anxiety were found to be significantly negatively correlated; a partial mediation effect of OLR anxiety on the relationship between OLR self-efficacy and the perceived ease of use of OLRs was supported.</p> <p>This dissertation makes a contribution to practice by revealing that instructors should focus on delivering higher quality ILI rather than higher amounts of ILI. In particular, training interventions should be designed to promote OLR self-efficacy among business students, especially among students who have received the least amount of ILI.</p> / Doctor of Philosophy (PhD)