資訊素養(yǎng)融入學(xué)科教學(xué)圖書館員與教師協(xié)同教學(xué)的探討Integr

1、九十一學(xué)年度全國師範(fàn)院校圖書館工作人員業(yè)務(wù)研討會(huì)逢甲大學(xué)圖書館景祥祜2002/11/28臺(tái)中師範(fàn)學(xué)院研究興趣: - 數(shù)位內(nèi)容與資訊服務(wù)經(jīng)營管理- 數(shù)位商品與勞務(wù)計(jì)價(jià)- 電子商務(wù)租稅管理重要學(xué)經(jīng)歷2000 逢甲大學(xué)財(cái)稅系教授兼任圖書館長1999 逢甲大學(xué)圖書館兼任副館長1997 香港大學(xué)亞洲研究中心訪問學(xué)者1993 逢甲大學(xué)財(cái)稅系副教授1993 University of Nebraska-Lincoln 經(jīng)濟(jì)博士1990 University of Nebraska-Lincoln 企管碩士景祥祜逢甲大學(xué)財(cái)稅系教授兼任 圖書館館長Tel: 04-24517250 轉(zhuǎn)轉(zhuǎn) 2600E-mail:

2、.twSchools provide a broad-grounded, and IT-driven education for learners to face the knowledge-based information society From the classroom to anytimeanywhere From paper to online From physical facilities to networked facilities From cycle time to real time From to.並非時(shí)間軸上的改變並非時(shí)間軸上的改變,

3、 ,而是空間軸上的延伸而是空間軸上的延伸今日我們面對(duì)的課題針對(duì)當(dāng)知識(shí)週期快速縮短針對(duì)當(dāng)知識(shí)週期快速縮短, ,如何培養(yǎng)學(xué)習(xí)者如何培養(yǎng)學(xué)習(xí)者 具備永續(xù)學(xué)習(xí)能力具備永續(xù)學(xué)習(xí)能力? ?當(dāng)資訊化程度日益加深當(dāng)資訊化程度日益加深, ,如何讓學(xué)習(xí)者有效如何讓學(xué)習(xí)者有效 熟悉各種資訊工具的運(yùn)用熟悉各種資訊工具的運(yùn)用? ?當(dāng)網(wǎng)路帶來豐沛的資源當(dāng)網(wǎng)路帶來豐沛的資源, ,如何使學(xué)習(xí)者掌握正確資訊的技能如何使學(xué)習(xí)者掌握正確資訊的技能? ?當(dāng)網(wǎng)路形成便捷的通路當(dāng)網(wǎng)路形成便捷的通路, ,如何使教師與學(xué)習(xí)者如何使教師與學(xué)習(xí)者 所擁有關(guān)於知識(shí)創(chuàng)新的成果能夠得到適當(dāng)?shù)募又邓鶕碛嘘P(guān)於知識(shí)創(chuàng)新的成果能夠得到適當(dāng)?shù)募又? ?當(dāng)教育勞

4、務(wù)受限於實(shí)體時(shí)空因素的限制當(dāng)教育勞務(wù)受限於實(shí)體時(shí)空因素的限制, ,如何藉由如何藉由 資訊科技資訊科技, ,數(shù)位內(nèi)容導(dǎo)入來擴(kuò)大供給的能量數(shù)位內(nèi)容導(dǎo)入來擴(kuò)大供給的能量? ?如何促使教師如何促使教師, ,課程內(nèi)容課程內(nèi)容, ,教學(xué)方法以及學(xué)習(xí)者教學(xué)方法以及學(xué)習(xí)者 成功的轉(zhuǎn)化成功的轉(zhuǎn)化, ,以建構(gòu)合合乎新世紀(jì)所需的教學(xué)以建構(gòu)合合乎新世紀(jì)所需的教學(xué)( (學(xué)習(xí)學(xué)習(xí)) )典範(fàn)典範(fàn)Changing learning patterns Absorbing material Learning how to learnAbsorbing material Learning how to learn Teacher-

5、centered Learner-centeredTeacher-centered Learner-centered School Lifelong learningSchool Lifelong learning One-size-fits-all Customized learning, etc.One-size-fits-all Customized learning, etc.v ACRL Bibliographic Instruction Section has been renamed the Instruction Section.v Incorporate library in

6、struction and information literacy into - general education programs, - freshman English composition studies, - team teaching in some courses with faculty.The Role of Librarianv There still remains no widespread acceptance of the librarians role in curriculums planning and course-integrated instruct

7、ion.v Librarians are not universally recognized as playing an integral role in course planning and teaching.The Role of LibrarianThe Role of Librarianv The role of librarians not only as instructors but as partners with academic classroom faculty. (Rader, 1994)v If we wish the library to function mo

8、re effectively in the college we must direct our efforts toward the curriculum, working through the faculty. (Knapp, 1958)v Librarians must expand their teaching role and must demonstrate to faculty that they have the background and knowledge to be useful partners for faculty in curriculum planning.

9、v Librarians must be fully prepared and feel competent to work with classroom faculty in teaching students how to utilize technology to access information and then how to utilize critical thinking in the selection of information.The Role of Librarian發(fā)展教師與館員夥伴關(guān)係的方法(Winner, 1998)v Improved communicati

10、on between faculty and librarians by appointed faculty representatives working with librarians who have similar subject backgrounds.v Librarians working with members of accrediting teams from national or professional organizations to determine what information skills are suggested or required for pr

11、ograms being reviewed by these organizations.v Academic and library administrators recognizing the importance of information literacy in the disciplines as a part of curriculum development.發(fā)展教師與館員夥伴關(guān)係的方法(Winner, 1998)v Team-taught courses by librarians and faculty being accepted and supported.v Prof

12、essionally, liaisons of librarians with academic departments such as affiliate or adjunct appointments being encouraged.讀者服務(wù)館員繼續(xù)教育課程規(guī)劃的方向(Winner, 1998)v a basic understanding of contemporary learning theories;v training in the application of critical thinking;v practice in and assessment of successf

13、ul current teaching techniques and strategies;v an understanding of methods and the need for evaluation of teaching;v training in team building;v an understanding of public relations skills and practice in using them;v a Team-taught courses by librarians and faculty being accepted and supported.v pr

14、ofessionally, liaisons of librarians with academic departments such as affiliate or adjunct appointments being encouraged.ICM Technology Application in Library BusinessICM Technology Application in Library BusinessFacilities and Materials Management or Resources Specialists?Library Clerk or Libraria

15、n Professional?General (basic) instruction or Subject (advanced) instruction?Individual or joint taskforce?The Overview of Instruction Librarianship in TaiwanProvide more quality services with less economic resources by Information, Communication and Media technology and library Service Joint Projec

16、ts新世代與新數(shù)位工具的結(jié)合使得我們必須重新思考校園教室內(nèi)授課的變化與科技運(yùn)用教育中的技術(shù)教育的技術(shù) 資訊素養(yǎng)-電子學(xué)習(xí)-知識(shí)管理以資訊素養(yǎng)為基礎(chǔ),培養(yǎng)能蒐集,篩選,組織資訊的能力並透過工具延伸了學(xué)習(xí)的模式達(dá)到知識(shí)管理的目的定義問題定義問題 (Task Definition)資訊尋求策略資訊尋求策略(Information Seeking Strategies)找到並取得資訊找到並取得資訊(Location and Access)使用資訊使用資訊(Use of Information)整合資訊整合資訊(Synthesis)評(píng)鑑評(píng)鑑 (Evaluation)焦點(diǎn)：焦點(diǎn)：我的問題是什麼？尋找尋找:

17、 :我如何發(fā)現(xiàn)?Sort:Sort:我找到什麼資訊?選擇選擇: :什麼是重要的資訊?整合整合: :如何將資訊(新舊知識(shí))整合評(píng)鑑評(píng)鑑: : So what?省思：我學(xué)到什麼？Big6Big6資資訊訊素素養(yǎng)養(yǎng)內(nèi)內(nèi)涵涵：大大六六教教學(xué)學(xué)法法資訊素養(yǎng)融入教學(xué)策略專業(yè)學(xué)科教學(xué)助理與圖書館專業(yè)館員協(xié)作模式之建立圖書館館員圖書館專業(yè)學(xué)科專業(yè)教學(xué)助理Supporting TeamE-learningServices資源示意圖資訊素養(yǎng)研習(xí)坊Teachers學(xué)習(xí)引導(dǎo)學(xué)習(xí)引導(dǎo)資源示意圖Big6Fishbone mapLearners資訊素養(yǎng)測(cè)驗(yàn)教學(xué)支援教學(xué)支援資訊素養(yǎng)融入教學(xué)策略-館員與教學(xué)助理協(xié)作模式建立Q電子

18、學(xué)習(xí)生產(chǎn)元素fQ=課程數(shù)目=生產(chǎn)函數(shù)2x3x4x網(wǎng)路環(huán)境基礎(chǔ)建設(shè)硬體軟體執(zhí)行,.),(54321xxxxxfQ 1x5x人員,.),(54321xxxxxfQ 有限資源下,尋求最大效益:電子學(xué)習(xí)生產(chǎn)元素之組合方式X1: infrastructures X2: technological issues X3: instructional issues X4: personnelX5: implementation issuesX6: organizational issues 服務(wù)推廣教學(xué)觀摩_community教師說明會(huì)90.6.21(19)2001教師研習(xí)營90.9.14-15(22)200

19、2教師研習(xí)營91.2.22(18)2001教師座談會(huì)90.11.12(15)教學(xué)經(jīng)驗(yàn)分享座談會(huì)91.5.8(21)成果海報(bào)展91.6.1-8指定教科書學(xué)習(xí)附件線上即時(shí)資源課堂教學(xué)o遠(yuǎn)距即時(shí)群播oVOD隨選視訊o非同步學(xué)習(xí)Internet學(xué)習(xí)者主題知識(shí)(教師)主題知識(shí)(教師)資訊導(dǎo)航指導(dǎo)員(圖書館館員)教學(xué)平臺(tái)教學(xué)助理 課程內(nèi)容(教材加值)Measuring Success Comparing student achievement between distance and face-to-face courses may be flawed for a number of reasons. Only by evaluating the effectivene