臺灣博碩士論文加值系統

高等教育的任務之一在於培養學生「學習如何學習」的能力，發展學生成為具備批判思考與解決問題能力的獨立學習者，而資訊素養乃用以建構學生「學習如何學習」之關鍵能力。資訊素養的培養需要學科內容的支撐，其意義在於結合學科課程的內容主體，可更有效地協助於學生連結資訊技能與學科知識之間的關係，並藉此過程來發展學生的資訊素養能力。透過教師與館員的合作，將資訊素養融入課程向為圖資領域學者與實務工作者視為最具成效的關鍵，然而館員欲與教師建立或拓展資訊素養教學之合作關係，首要瞭解教師的看法與態度。
本研究的目的即在瞭解大學教師對資訊素養融入課程的看法與態度，以期作為未來圖書館在規劃、設計與落實資訊素養融入課程、與教師經營合作關係時之參考。本研究以逢甲大學為個案，針對個案機構之專任教師進行質性與量化之實證調查。本研究以文獻探討作為研究探詢的基礎，並透過半結構式的深度訪談，瞭解教師於個人的課程中培養學生資訊素養的能力看法，以及與館員合作的態度，藉以判別可能之變數，進而建構問卷，透過問卷調查與統計分析，進行推論。
研究發現，教師十分肯定資訊素養能力對於學生學習的必要性；而學生在課業要求上，其資訊素養能力表現普遍低於教師的期望，可判知透過課程的引導應有施行的空間；雖然教師認同資訊素養融入課程對學生的學習成效有助益，但考量課程本質、進度、整體的課程規畫、與學生的學習態度，教師傾向選擇性地施行資訊素養融入課程，並期望在融入的方式上保有彈性的空間。此外，教師施行資訊素養融入課程的態度，在不同年齡層是有顯著差異的，40歲以下的教師，對於「將資訊素養能力的培養明訂於課程目標中」的態度，較51歲以上的教師接受度更高。而施行資訊素養融入課程時，教師首重「有效搜尋資訊」能力，另外「合理合法使用資訊」、「批判思考與知識整合」能力亦不可忽略。在與館員合作的面向上，教師具有開放正面的合作態度；運用資訊素養融入課程策略時，教師以協同合作態度為導向，唯教師對高階思維能力與低階思維能力的合作態度不同，針對高階思維能力，教師傾向由自己教導；而低階思維能力，教師傾向採取協同合作或由館員教導。此外，未滿50歲和51歲以上的教師，在部分合作認知的態度上具有差異，未滿50歲的教師，在「對等互動」、「講習協助」、「減輕課程負擔」三項合作認知上，態度更為開放。整體而言，教師的合作態度受到「館員學科知識」、「館員專業素養」、「課程策略」、「學生學習」四大因素構面的影響，其中又以「學生學習」和「館員專業素養」因素，對合作策略指導參與的選擇影響最為顯著。
本研究針對研究結果提出五項建議，提供各大學與個案機構、圖書館和館員參考：（一）母機構宜有資訊素養融入學科課程之政策與配套機制，（二）圖書館應研擬資訊素養融入學科課程策略，（三）注重資訊素養融入課程之課程設計，（四）訂定課程學習成效評估要點，（五）精進館員專業素養。

One of the major goals for the higher education sector is to equip students with information literacy (IL) skills and eventually to empower them with the capability of “learning to learn”. The most effective way within the LIS field to impart IL skills to students has been indentified to be by deeply engaging them with knowledge about the subject-specific course via faculty-librarian collaboration. Success depends on the faculty attitudes toward the collaboration with librarians in IL education. Therefore, it is imperative to understand the perspectives of the faculty regarding this issue.
The purpose of this study was to explore faculty attitudes toward collaboration with librarians in integrating information literacy into their courses in order to foster a successful IL program in the future. Qualitative and quantitative approaches were employed to investigate faculty attitudes at Feng Chia University. Semi-structured interviews were conducted to identify the relevant variables. A self-developed survey instrument was adopted for further investigation through statistical inference.
Findings show that faculty consistently agree on the importance of IL competency for students. It was ascertained that faculty understand the effectiveness of integrating IL into their courses. In addition, they were willing to facilitate students’ IL skills through their courses. However, there were many issues concerning the implementation of IL education in their classes, including how teachers regard the appropriateness of using IL in a specific course, and a holistic IL curriculum design at the department level. Furthermore, students’ attitudes toward subject matter in general also affected faculty willingness to implement IL instruction.
Regarding ACRL IL Competency Standards, Standard Two ranks first when considering teaching IL skills in the subject-specific courses. Nevertheless, no significant differences were found between Standard Two, Standard Three and Standard Five.
The Faculty demonstrated positive attitudes toward collaboration with librarians. Partnership was more favorable when utilizing strategies in developing students IL skills in their courses, while different attitudes were revealed between teaching higher order thinking skills and lower order thinking skills. Furthermore, age differences were observed in faculty perception on collaboration. Four concepts including Librarian Domain Knowledge, Librarian Professionalism, Curriculum Strategies, and Student Learning were identified as factors influencing collaboration by using factor analysis. It was found that Student Learning and Librarian Professionalism affect faculty most in their partnership attitudes toward IL integration strategies.
Based on the results, five suggestions were made as follows: 1. Institutional policy should lay the foundation for a collaborative climate in IL education; 2. The library should develop strategies in collaborating with faculty in IL programs as well as in communicating with academics; 3. Instructional design should be included when incorporating IL into the curriculum; 4. Criteria for assessing student learning outcome should be developed jointly with faculty; 5. The librarians need to continually enhance their professional knowledge.

謝 辭 i
中文摘要 iii
英文摘要 v
目 次 vii
表 次 ix
圖 次 xi
第一章 緒 論 1
第一節 問題陳述 1
第二節 研究目的 5
第三節 研究範圍與限制 6
第四節 名詞解釋 6
第二章　文獻探討 9
第一節　資訊素養融入課程的理念 9
第二節　資訊素養融入課程個案 14
第三節　教師對於資訊素養課程的需求與態度 21
第四節　教師與館員的合作關係 29
第三章　研究設計與實施 39
第一節　研究方法 39
第二節　研究步驟 42
第三節　研究個案 47
第四章 訪談結果分析 49
第一節 培養學生「學習如何學習」的觀點 49
第二節　資訊素養五大能力標準 53
第三節　資訊素養融入課程的觀點 61
第四節　教師與館員合作的觀點 65
第五章 問卷調查結果分析 73
第一節 教師基本資料分析 73
第二節　資訊素養能力與課程需求 75
第三節　教師與館員發展課程合作關係的態度 97
第四節　影響教師與館員合作的因素 113
第五節　綜合討論 125
第六章　結論與建議 133
第一節　結 論 133
第二節　建議 139
第三節 進一步研究之建議 141
參考文獻 145
附錄一 「大學教師與圖書館員合作推動資訊素養融入課程之需求與態度」訪談大綱 155
附錄二 「大學教師與圖書館員合作推動資訊素養融入課程之需求與態度」問卷 157

Glesne, C. (2006)。質性硏究導論 (莊明貞，陳怡如譯，頁40)。臺北市：高等教育。（原作1998出版）
Neuman, W. L. (2000)。社會研究方法：質化與量化取向 (朱柔若譯，頁39-40)。台北市：揚智。（原作2000出版）
于第 (民92)。以學生為中心的資訊素養教育課程之探討。圖書與資訊學刊(45)，64-72。
于第 (民92 )。技專校院資訊素養相關課程實施成效之個案研究--以景文技術學院「圖書館與網路資源應用」課程為例。景文技術學院學報，14，1-18.
王梅玲 (民93)。大學生資訊素養課程設計與評鑑。圖書館學與資訊科學，30(2)，134-142。
李德竹 (民89)。資訊素養的意義、內涵與演變。圖書與資訊學刊，35，1-25。
李政達、方麗川、許淑蓮 (民95)。資訊素養融入科技大學專業課程上之應用：以“餐廚的管理與成本”課程為模式之探討。健康管理學刊，4(1)，59-72。
林菁 (民93) 。資訊素養融入國小社會學習領域：以Big6理念架構為例。視聽教育雙月刊，45(5)，2-16。
胡述兆編（民84）。圖書館學與資訊科學大辭典（頁1210-1211）。台北市：漢美。
查天佑（1999）。談資訊素養融入課程。逢甲大學圖書館館訊，創刊號，3-5。
張惠美、丁崑健 (1995)。國內大專院校教師對圖書館利用教育意見之分析。教育資料與圖書館學，32(3)，308-326。
張瓊穗、翁婉慈 (民94)。「資訊大六」融入國小高年級自然生活領域之教學設計與實施：以「挖子尾紅樹林」主題為例。教學科技與媒體，72(6)，33-48。
莊道明 (民88) 。資訊素養溶入大專院校課程之探討：以「資料蒐集與報告寫作」課程為例。大學圖書館，3(2)，95-113。
曾娉妍、蘇桂美、陳麗娟、黃志龍 (民93)。資訊素養融入國小五年級自然科教學之研究。圖書館學與資訊科學，30(1)，41-54。
鄭芬蘭，林清山 (1997)。目標導向因果模式之驗證。教育心理學報(29)，215-232。
潘淑滿 (民92)。質性研究 : 理論與應用。臺北市：心理。
謝寶煖、魏令芳 (2002)。大學資訊素養通識教育之研究。通識教育，9(2)，45-90。
魏令芳 (民92)。大學資訊素養課程之研究。大學圖書館，7(1)，119-143。
American Library Association. (1989). Presidential Committee on Information Literacy: Final Report. Retrieved February 3, 2007, from http://www.ala.org /ala/acrl/acrlpubs/whitepapers/presidential.htm
Association of College & Research Libraries. (2000). Information literacy competency standards for higher education. Retrieved December 11, 2006, from http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm
Association of College & Research Libraries. (2003a). Characteristics of programs of information literacy that illustrate best practices: A guideline. Retrieved February 16, 2007, from http://www.ala.org/ala/acrl/acrlstandards/characteristics.htm
Association of College & Research Libraries. (2003b). National information literacy survey. Retrieved February 26, 2007, from http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/professactivity/infolitsurvey/surveyquestions714.htm
Association of College & Research Libraries. (2003c). Collaboration. Retrieved January 18, 2007, from http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitresources/collaboration/collaboration.htm
Association of College & Research Libraries. (2005). Integration of learning outcomes. Retrieved January 18, 2007, from http://www.calstate.edu/LS/Outcomes.shtml
Association of College & Research Libraries. (n.d.). Information literacy competency standards for higher education draft. Retrieved November 11, 1999, from http://www.ala.org/ala/acrl/ilintro.html
Avdjieva, M., Callagher, L., Knight, C., & Mitchell, L. (2004). Infolit: a "Home Grown" information literacy initiative in a flexible e-learning. Retrieved March 26, 2007, from http://www.lianza.org.nz/events/conference2004/papers/avdjieva.pdf
Badke, W. B. (2005). Can''t get no respect: Helping faculty to understand the educational power of information literacy. Reference Librarian 89/90, 63-80.
Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57, 195-203.
Boon, S., Johnston, B., & Webber, S. (2007). A phenomenographic study of English faculty''s conceptions of information literacy. Journal of Documentation, 63(2), 204-228.
Bruce, C. (1997). The Seven faces of information literacy. Adelaide: Aslib Press.
Bruce, C. (2000). Information literacy research:Dimensions of emerging collective consciousness. Australian Academic and Research Libraries, 31(2), 91-109.
Bruffee, K. (1993). Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore, MD: John Hopkins University Press.
Bundy, A. (2004). Australian and New Zealand Information Literacy Framework. Retrieved March 02, 2008, from http://anziil.org/resources/Info%20lit%202nd%20edition.pdf
Candy, P. C., Crebert, R. G. & O''Leary, J. (1994). Developing lifelong learners through undergraduate education. National Board of Employment, Education and Training Commissioned Report No. 28. Canberra: Australian Government Publishing Service, xi.
Cannon, A. (1994). Faculty survey on library research instruction. RQ, 33(4), 524-541.
Christiansen, L., Stombler, M., & Thaxton, L. (2004). A report on librarian-faculty relations from a sociological perspective. Journal of Academic Librarianship, 30(2), 116-121.
Clair, L. (2002). The LEAPing librarian''s role in a campus learning community: Helping students get through their freshman year. College and Research Libraries News, 63(1), 24-26.
Council of Australian University Librarians. (2001). CAUL''s Information Literacy Standards. Retrieved January 15, 2007, from http://www.caul.edu.au/caul-doc/InfoLitStandards2001.doc
Curzon, S. C. (2004). Developing faculty-librarian partnerships in information Literacy. In Ilene F. Rockman & Associate (Eds.), Integrating information literacy into the higher education curriculum: Practical models for transformation, (pp. 29-45). San Francisco: Jossey-Bass.
Donham, J., & Green, C. W. (2004). Developing a culture of collaboration: Librarian as consultant. The Journal of Academic Librarianship, 30(4), 314-321.
Donovan, M. C., & Zald, A. E. (1999). Defining moments: The role of information literacy in the 21st-century construct of education. Retrieved March 20, 2007, from http://faculty.washington.edu/zald/thinktank.html
Doskatsch, I. (2003). Perceptions and perplexities of the faculty-librarian partnership: An Australian perspective. Reference Services Review 31(2), 111-121.
Doyle, C. S. (1992). Outcome measures for information literacy within the national education goals of 1990. Syracuse, NY: ERIC Clearinghouse on Information Resources. (ED 351033).
Ducas, A. M., & Michaud-Oystryk, N. (2003). Toward a new enterprise: Capitalizing on the faculty/librarian partnership. College & Research Libraries, 64(1), 55-74.
Ducas, A. M., & Michaud-Oystryk, N. (2004). Toward a new venture: Building partnerships with faculty. College & Research Libraries, 65(4), 334-348.
Durisin, P. (Ed.). (2002). Information literacy programs: Successes and challenges. New York: The Haworth Information Press.
Farber, E. (1993). Bibliographic instruction at Earlham College. In Larry Hardesty, Jamie Hastreiter & D. Henderson (Eds.), Bibliographic instruction in practice: A tribute to the legacy of Evan Ira Farber (pp. 4): Pierian Press: Ann Arbor
Farber, E. (1999). Faculty-librarian cooperation: A personal retrospective. Reference Services Review, 27(3), 229-234.
Farber, E. (2004). Working with faculty: Some reflections. College & Undergraduate Libraries, 11(2), 129-135.
Farmer, L. S. J. (2003). Facilitating faculty incorporation of information literacy skills into the curriculum through the use of online instruction. Reference Services Review, 31(4), 307 - 312.
Feldman, D., & Sciammarella, S. (2000). Both sides of the looking glass: Librarian and teaching faculty perceptions of librarianship at six community colleges. College & Research Libraries, 61(6), 491-498.
Gagn''e, R.M., Briggs, L.J., & Wagger, W.W. (1992). Designing instructional system. In J. Weaver (Ed.), Principles of Instructional Design, (p. 21). Fort Worth: Harcourt Brace Jovanovich College Publishers.
Given, L. M., & Julien, H. (2005). Finding common ground: An analysis of librarians'' expressed attitudes towards faculty. Reference Librarian 89/90, 25-38.
Grafstein, A. (2002). A discipline-based approach to information literacy. Journal of Academic Librarianship, 28(4), 197-204.
Hardesty, L. (1991). Faculty and the library:The undergraduate experience. Norwood, NJ: Ablex Publishing Corporation.
Hardesty, L. (1995). Faculty culture and bibliographic instruction: An exploratory analysis. Library Trends, 44(2), 339-367.
Hepworth, M. (1999). A study of undergraduate information literacy and skills: The inclusion of information literacy and skills in the undergraduate curriculum. Paper presented at the 65th IFLA Conference. Retrieved March 10, 2007, from http://www.ifla.org/IV/ifla65/papers/107-124e.htm.
Himmelman, A. T. (1996). On the theory and practice of transformational collaboration: From social service to social justice. In C. Huxham (Ed.), Creating collaborative advantage (pp. 19-43). London: Sage.
Hine, A., Gollin, S., Ozols, A., Hill, F., & Scoufis, M. (2002). Embedding information literacy in a university subject through collaborative partnerships. Psychology Learning and Teaching 2(2), 102-107.
Hook, S. J., Stowell Bracke, M., Greenfield, L., & Mills, V. A. (2003). In-house training for instruction librarians. Research Strategies, 19(2), 99-127.
Hutchins, E. O., Fister, B., & MacPherson, K. (2002). Changing landscapes, enduring values: Making the transition from bibliographic instruction to information literacy In P. Durisin (Ed.), Information literacy programs: Successes and challenges. New York: The Haworth Press.
Hutchins, E. O., & Sherman, B. S. (2001). Information literacy and psychological science: A case study of collaboration. In B. I. Dewey (Ed.), Library user education (pp. 183-193). Lanham: Scarecrow Press.
Iowa State University Library. (2004). Instruction commons. Retrieved March 29, 2007, from http://www.lib.iastate.edu/commons/index.html
Ivey, R. (2003). Information literacy: how do librarians and academics work in partnership to deliver effective learning programs. Australian Academic & Research Libraries, 34. Retrieved January 07, 2007 from http://www.alia.org.au/publishing/aarl/34.2/.
Jacobson, T. E., & Xu, L. (2002). Motivating students in credit-based information literacy courses: Theories and practice. Portal: Libraries and the Academy, 2(3), 423-441.
John-Steiner, V., Weber, R. J., & Minnis, M. (1998). The challenge of studying collaboration. American Educational Research Journal, 35(4), 773-783.
Johnston, B., & Webber, S. (2003). Information literacy in higher education: A review and case study. Studies in Higher Education 28(3), 335-352.
Johnston, B., & Webber, S. (2005). As we may think: Information literacy as a discipline for the information age. Research Strategies, 20(3), 108-121.
Knapp, P. B. (1956). A suggested program of college instruction in the use of the library. Library Quarterly, 26(3), 224-231.
Kotter, W. R. (1999). Bridging the great divide: Improving relations between librarians and classroom faculty. Journal of Academic Librarianship, 25(4), 294-303.
Lanning, J. A. (1988). The library-faculty partnership in curriculum development. College and Research Libraries News, 49(11), 7-10.
Leckie, G. J., & Fullerton, A. (1999). Information literacy in science and engineering undergraduate education: Faculty attitudes and pedagogical practices. College & Research Libraries, 60(1), 9-29.
Lindstrom, J., & Shonrock, D. D. (2006). Faculty-librarian collaboration to achieve integration of information literacy. Reference & User Services Quarterly, 46(1), 18-23.
Macklin, A.S., & Fosmire, M. (2003). The LEADER project: Becoming an information LEADER at Purdue University. College & Research Libraries News, 64(3), 192-195.
Macklin, A.S., & Fosmire, M. (2004). A blueprint for progress: Collaborating with faculty to integrate information literacy into the curriculum at Purdue University. Resource Sharing and Information Networks, 17(1/2), 43-56.
Manuel, K., Beck, S. E., & Molloy, M. (2005). An ethnographic study of attitudes influencing faculty collaboration in library instruction. The Reference librarian(89/90), 139-161.
Mattessich, P. W., & Monsey, B. R. (1992). Collaboration: What makes it work. St. Paul, MN: Amherst H. Wilder Foundation.
Matthies, B. (2004). The road to faculty-librarian collaboration. Academic Exchange Quarterly, 8, 138-139.
Maynard, J. E. (1990). A case study of faculty attitudes toward library instruction: The Citadel experience. Reference Services Review, 18(2), 67-76.
McGuinness, C. (2006). What faculty think-exploring the barriers to information literacy development in undergraduate education. Journal of Academic Librarianship, 32(6), 573-582.
Organisation for Economic Co-operation and Development. (2005). Definition and selection of key competencies: Executive summary. Retrieved February 8, 2007, from http://www.oecd.org/dataoecd/47/61/35070367.pdf
Orr, D., Appleton, M., & Wallin, M. (2001). Information literacy and flexible delivery: Creating a conceptual framework and model. The Journal of Academic Librarianship, 27(6), 457-463.
Pastine, M., & Wilson, L. (1992). Curriculum reform: The role of academic libraries. In B. Baker & M. E. Litzinger (Eds.), The evolving educational mission of the library (pp. 90-108). Chicago: Association of College and Research Libraries.
Peacock, J. (2001). Teaching skills for teaching librarians: Postcards from the edge of the educational paradigm. Australian Academic & Research Libraries, 32(1), 26-42.
Pelikan, M. (2004). Problem-based learning in the library: Evolving a realistic approach. Portal: Libraries and the Academy, 4(4), 509-520.
Plum, S. (1984). Library use and the development of critical thought. In T. G. Kirk (Ed.), Increasing the teaching role of academic libraries (Vol. 18, pp. 25-33). San Francisco: Jossey-Bass.
Popescu, A., & Popescu, R. (2003). Building research skills: Course-integrated training methods. Journal of Professional Issues in Engineering Education and Practice, 129(1), 40-43.
Rader, H. B. (1998). Faculty - librarian collaboration in building the curriculum for the millennium - the US experience. Paper presented at the 64th IFLA General Conference Retrieved January, 16, 2007, from http://www.ifla.org/IV/ifla64/ 040-112e.htm.
Raspa, D., & Ward, D. (2000). Listening for collaboration: Faculty and librarians working together In D. Raspa & D. Ward (Eds.), The Collaborative Imperative：Librarians and faculty working together in the information universe (pp. 1-18). Chicago: Association of College and Research Libraries.
Reece, G. J. (2005). Critical thinking and cognitive transfer: Implications for the development of online information literacy tutorials. Research Strategies, 20(4), 482-493.
Rockman, I. F. (2002). Strengthening connections between information literacy, general education, and assessment efforts. Library Trends, 51(2), 185-198.
Rockman, I. F. (2004a). Introduction: the importance of information literacy. In Ilene F. Rockman & Associate (Eds.), Integrating information literacy into the higher education curriculum: Practical models for transformation, (pp. 1-28). San Francisco: Jossey-Bass.
Rockman, I. F. (2004b). Successful strategies for integrating information literacy into the curriculum. In Ilene F. Rockman & Associate (Eds.), Integrating information literacy into the higher education curriculum: Practical models for transformation, (pp. 47-67). San Francisco: Jossey-Bass.
Sanborn, L. (2005). Improving library instruction: Faculty collaboration. Journal of Academic Librarianship, 31(5), 477-481.
Scales, J., Matthews, G., & Johnson, C. M. (2005). Compliance, cooperation, collaboration and information literacy. Journal of Academic Librarianship, 31(3), 229-235.
Smith, E. M. (2003). Developing an information skills curriculum for the sciences. Science and Technology Librarianship. Retrieved March 24, 2007, from http://www.istl.org/03-spring/article8.html
Society of College National and University Libraries. (1999). Information Skills in Higher Education: A SCONUL Position Paper. Retrieved January 15, 2007, from http://www.sconul.ac.uk/groups/information_literacy/publications/papers/Seven_pillars.html
Thomas, J. (1994). Faculty attitudes and habits concerning library instruction: How much has changed since 1982? . Research strategies, 12, 209-223.
Thomas, J., & Ensor, P. (1984). The university faculty and library instruction. RQ, 23(4), 431-437.
Thompson, G. B. (2002). Information literacy accreditation mandates: What they mean for faculty and librarians. Library Trends, 51(2), 218-241.
Todd, R. J. (1995). Integrated information skills instruction: Does it make a difference? School Library Media Quarterly, 23(2), 133-138.
Tuominen, K., Savolainen, R., & Talja, S. (2005). Information literacy as a sociotechnical practice. Library Quarterly, 75(3), 329-345.
Tutty, L. M., Rothery, M. A., & Grinnell, R. M. J. (1996). Qualitative research for social workers. Boston: Allyn and Bacon.
Ver Steeg, J. (2000). Case studies in collaboration. In D. Raspa & D. Ward (Eds.), The collaborative imperative: Librarians and faculty working together in the information universe (pp. 41-50). Chicago: Association of College and Research Libraries.
Webber, S., & Johnston, B. (2000). Conceptions of information literacy: New perspectives and implications. Journal of Information Science, 26(6), 381-397.
Weetman, J. (2005). Osmosis--Does It Work for the Development of Information Literacy? The Journal of Academic Librarianship, 31(5), 456-460.
Wilson, L. A. (2001). Information literacy: Fluency across and beyond the university. In B. I. Dewey (Ed.), Library User Education: Powerful Learning, Powerful Partnerships (pp. 1-17). Lanham, Maryland: Scarecrow Press.
Zurkowski, P. (1974). The Information service environment – relationships and priorities. Washington DC: National Commission on Libraries and Information Science. (ERIC ED 100391)