| dc.contributor.advisor | 王梅玲 | zh_TW |
| dc.contributor.author (Authors) | 柯雲娥 | zh_TW |
| dc.creator (作者) | 柯雲娥 | zh_TW |
| dc.date (日期) | 2003 | en_US |
| dc.date.accessioned | 17-Sep-2009 16:54:12 (UTC+8) | - |
| dc.date.available | 17-Sep-2009 16:54:12 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Sep-2009 16:54:12 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0091155010 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/33503 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 圖書資訊與檔案學研究所 | zh_TW |
| dc.description (描述) | 91155010 | zh_TW |
| dc.description (描述) | 92 | zh_TW |
| dc.description.abstract (摘要) | 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。 | zh_TW |
| dc.description.abstract (摘要) | 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. | en_US |
| dc.description.tableofcontents | 謝辭……………………………………………………………… III摘要……………………………………………………………… VIAbstract………………………………………………………… V目次……………………………………………………………… VI表目次…………………………………………………………… VIII圖目次…………………………………………………………… IX第一章 緒論第一節 問題陳述………………………………………………… 1第二節 研究目的………………………………………………… 4第三節 研究問題………………………………………………… 4第四節 預期貢獻………………………………………………… 4第五節 名詞解釋………………………………………………… 5第二章 文獻探討第一節 資訊素養的意涵………………………………………… 9第二節 資訊素養能力標準……………………………………… 15第三節 高等教育資訊素養教育………………………………… 21第四節 傳播學門大學生的教育與學習………………………… 30第三章 研究方法與步驟第一節 研究方法………………………………………………… 51第二節 研究架構………………………………………………… 53第三節 研究範圍與限制………………………………………… 54第四節 疊慧小組之選取………………………………………… 55第五節 研究實施………………………………………………… 56第六節 資料統計分析…………………………………………… 59第四章 資料蒐集與統計分析第一節 基本資料分析…………………………………………… 61第二節 三回合的資料蒐集過程………………………………… 64第三節 傳播學門大學生資訊素養能力分析…………………… 73第四節 不同身份別之意見比較………………………………… 89第五節 傳播學門對媒體素養與資訊素養關係看法…………… 92第五章 綜合討論第一節 傳播學門大學生資訊素養能力………………………… 97第二節 ACRL高等教育資訊素養能力標準之適用性…………… 104第三節 傳播學門特色的資訊素養能力………………………… 111第六章 結論與建議第一節 結論……………………………………………………… 113第二節 建議……………………………………………………… 116參考書目………………………………………………………… 119附錄一 疊慧小組「研究邀請同意函」………………………… 131附錄二 「傳播學門大學生資訊素養能力的研究」第一回合問卷132附錄三 ACRL高等教育資訊素養能力標準……………………… 140附錄四 「傳播學門大學生資訊素養能力的研究」第二回合問卷144附錄五 第二回合小組成員意見表……………………………… 151附錄六 「傳播學門大學生資訊素養能力的研究」第三回合問卷153 | zh_TW |
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| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0091155010 | en_US |
| dc.subject (關鍵詞) | 資訊素養 | zh_TW |
| dc.subject (關鍵詞) | 資訊素養能力 | zh_TW |
| dc.subject (關鍵詞) | 媒體素養 | zh_TW |
| dc.subject (關鍵詞) | 高等教育 | zh_TW |
| dc.subject (關鍵詞) | Information Literacy | en_US |
| dc.subject (關鍵詞) | Information Literacy Competency | en_US |
| dc.subject (關鍵詞) | Media Literacy | en_US |
| dc.subject (關鍵詞) | Higher Education | en_US |
| dc.title (題名) | 傳播學門大學生資訊素養能力的研究 | zh_TW |
| dc.title (題名) | A Study of Information Literacy Competencies for Undergraduate Students in Communication | en_US |
| dc.type (資料類型) | thesis | en |
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