| Summary: | 碩士 === 國立中正大學 === 成人及繼續教育研究所 === 93 === Abstract
This study is aimed to analyze the requisite information literacy of administrative personnel in universities and colleges, its current situation, the differences caused by personal and institutional backgrounds, and the related influential factors. Strategies for promoting the literacy have been organized and provided as reference for administrators in universities/colleges and government on national level.
By means of interviewing, focus grouping, devising and circulating questionnaires to the administrative personnel at 30 public and private universities and colleges in central Taiwan, the results were accumulated and analyzed as follows:
1.The requisite information literacy includes (1) capacities in reading, writing, speaking, and counting skills and exploiting resources of libraries, (2) skills in operating computers, multimedia equipments, and internet systems, (3) abilities to collect, evaluate, select, organize, and utilize information, (4) planning and communication of information, (5) collecting and analyzing information for policy-making, (6) information classification and summary, (7) discerning the accuracy of information, (8) authorization and protection of information, (9) maintaining security of information facilities and personal data, (10) applying skills in computers, internet, and systems to administrative work, (11) research and development of on-line information, and (12) continuing studies through internet.
2.As far as the level of the information literacy is concerned, three aspects—recognition, cordiality, and skills— are evaluated more than 4 points, while the application reaches only 3.98. It shows that the overall level of the information literacy is above the average; however, information should have been utilized more.
3.Regarding the personal background, the gender influences the information utilization; the educational background makes great differences among all the aspects; the rank of administrative personnel makes the overall literacy, cognition, and cordiality vary obviously; and the computer operation shows distinctive differences in the overall literacy, skills, and utilization. As for the variables of age, majors, seniority, sectors and units, there are no differences among all the aspects.
4.In terms of institutional backgrounds, there are marked differences among overall and individual aspects, when it comes to the variables of internet equipments for administrative work, and the wireless network facilities provided by schools. Whether the internet points are provided in conference rooms would make differences in information skills. No marked differences appear when it comes to the possession and grade of computers.
5.The seven influential factors for the performance of information literacy are (1) the organizational culture, (2) personal and institutional backgrounds, (3) administrators’ cognition and attitudes, (4) administrative personnel’s curiosity and spirit of diligence, (5) information facilities and environment, (6) training programs provided by universities, and (7) the sharing and interaction among colleagues.
6.The nine strategies for improving the literacy consist of (1) establishing the policy of information leadership, (2) esteem and support provided by presidents and administrators, (3) offering training programs and encouraging further studies, (4) assigning the system of evaluation and awarding, (5) cultivating learning atmosphere, (6) operating organizational changes and policy of alterations, (7) providing information facilities, (8) establishing mechanisms for information security, and (9) setting up administrative information systems.
Based on the results, suggestions have been made to upgrade the information literacy of administrative personnel, not only for the administrators in universities, colleges, and government, but also for further related academic studies.
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