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研究生:黃昭妍
研究生(外文):Huang, Jhao-Yen
論文名稱:我國生醫領域研究生資訊素養初探—以分子生物學研究生論文題目發現歷程為例
論文名稱(外文):The Exploration of Information Literacy of Biomedical Graduates in Taiwan- A Study on the Processing of Topic Searching of Molecular Biology Students’ Theses
指導教授:陳昭珍陳昭珍引用關係
指導教授(外文):Chen, Chao-Chen
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:圖書資訊學研究所
學門:傳播學門
學類:圖書資訊檔案學類
論文種類:學術論文
論文出版年:2013
畢業學年度:101
語文別:中文
論文頁數:171
中文關鍵詞:生物醫學領域研究生資訊素養資訊尋求途徑資訊素養教育
外文關鍵詞:biomedical graduate studentsinformation literacyinformation-seeking channelsinformation literacy education
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為因應龐大且複雜的生物資訊環境,國外已將資訊素養納入生物醫學領域高等教育的核心能力,反觀國內尚未發展完善的訓練課程,也未有資料顯示此領域學生的資訊素養程度,實難為教育單位提供資訊素養教育的具體建言。本研究藉由美國ACRL之Sci-Tech架構設計訪談大綱,以瞭解國內生物醫學領域研究生如何利用資訊素養完成發現論文主題的任務,並探索其資訊素養教育與其資訊素養程度的關連。本研究以分子生物學做為研究場域,採用半結構式訪談法,訪談國內20位分子生物學之博碩士研究生,並利用訪談所得資料分析受訪者之資訊素養程度、資訊尋求途徑及資訊素養教育。
研究結果顯示:在發現論文主題之過程中,生物醫學領域研究生會與指導教授共同擬定可行的論文主題,利用各種資訊尋求途徑與檢索策略,有效率地檢索所需文獻,並以初步標準評估資訊的關連性、即時性、準確性以及權威性。受訪者皆能透過驗證方法評估資訊的正確性,整合資訊並正確傳達給他人,同時也關心資訊的社會、經濟、法律、倫理相關議題,更能透過參加研討會、年會或閱讀文獻等方式自我學習。在資訊尋求途徑方面,受訪者的資訊管道多元,包括正式與非正式兩類,且不同資訊需求有不同資訊尋求途徑。此外,受訪者大多表示學校課程和實驗室是提供資訊素養教育的主要場域,從中可學習到進行研究的技能與知識。
本研究發現我國生物醫學領域研究生之資訊素養有四個主要特點:一是使用專業資訊;二是使用最新資訊;三是快速掌握相關領域資訊;四是運用多元資訊尋求途徑,有效地滿足個人資訊需求。此外,生物醫學領域中是以師徒制教學模式,並且是一種以實驗室為單位的組織學習方式,來培養學生的資訊素養。唯獨圖書館服務與資源能見度低,是現有教育單位需要思考與改進之處。
The biomedical information environment is in a state of constant and rapid change due to the increase in research data and rapid technological advances. Compared to that information literacy has become an integral part of biomedical higher education abroad, only few studies have so far been made at information literacy training and the assessment of biomedical graduate students in Taiwan. It is important to know whether graduate students use the resources well. The purpose of this study is to explore the information literacy of biomedical graduates in Taiwan. In this study, data were collected through semi-structured interviews, which based on the Association of College and Research Libraries Information Literacy Competency Standards for Science and Engineering/Technology. A total of twenty molecular biological graduates are recruited for investigating information-seeking channels and information literacy education they received of topic searching.
The findings of this study include that biomedical graduate students discussed their research topic with their advisors. Through a variety of information-seeking channels and retrieval strategies, they could access information efficiently. Also, they could evaluate information and its sources critically. The integration and the spread of information could be done as well. Moreover, most interviewees could concern with social, economic, legal and ethical issues surrounding the use of information. Though seminars, annual conferences and papers, they kept self-learning during the research. The information-seeking channels, including formal and informal ones, could satisfy all different kinds of interviewees’ information need. Most important of all is that college courses and labs were the main information literacy education environment for graduate students to learn about research skills and knowledge.
In conclusion, there are four characteristics of information literacy of biomedical graduate students. First, using academic information. Secondly, updating latest information. Thirdly, collecting relative information efficiently. Finally, applying various information-seeking channels to fulfill information needs. In addition, apprenticeship teaching and lab-based organization learning was the main way of improving the information literacy of biomedical students. However, all interviewees showed little utilization of library resources. It is important for educators to rethink how to improve library services and visibility.
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 6
第三節 研究範圍與限制 7
第四節 名詞解釋 8
第二章 文獻探討 11
第一節 生物醫學領域知識本體 11
第二節 生物醫學領域數位資源 18
第三節 資訊素養 22
第四節 資訊素養相關能力指標與標準 26
第五節 科學與工程/技術教育資訊素養之相關研究 42
第六節 發現論文主題 46
第三章 研究設計與實施 49
第一節 研究架構 49
第二節 研究對象 51
第三節 資料蒐集與分析 53
第四節 研究流程 58
第四章 研究發現 61
第一節 受訪者人口資料分析 61
第二節 生物醫學領域研究生之資訊素養程度 64
第三節 生物醫學領域研究生之資訊尋求途徑 108
第四節 生物醫學領域研究生之資訊素養教育 122
第五節 綜合討論 134
第五章 結論與建議 145
第一節 結論 145
第二節 建議 150
第三節 未來研究方向 152
參考文獻 153
一、 中文部分 153
二、 英文部分 154
附錄一 訪談邀請函 161
附錄二 訪談大綱 162
附錄三 訪談問題細項 163
附錄四 資訊素養評估量表 165

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