| Summary: | 碩士 === 國立臺灣師範大學 === 社會教育學系在職進修碩士班 === 94 === Authors of this thesis have been serving for some junior high schools at remote districts for years. Personal experiences show that differences between town and country, poor in home education and neglect of the cultural background due to inadequate resources have been seriously affecting students' achievement.
In the literature, it has been pointed out that making good use of school libraries is so critical for students to study effectively. The fourth item of Library Law requests all schools, including those in urban and remote districts, to provide learning facilities and libraries for students. That is, if school teachers can guide students how to use libraries well, students can hence study independently and enhance their problem-solving abilities. Therefore, investigation on the current utilization of library resources for schools in remote districts is essential for us to know what are really needed by teachers and students.
The purpose of this thesis is to study the present library administration at junior high schools in remote districts of Taipei County. Gathering materials given by library principals, teachers and students, we can analyze the influence factors in library administration and provide suggestions for the Government. Based on the questionnaire received from fifteen junior high schools in remote districts of Taipei County, and interviews with library users, the investigation results become more realistic.
According to investigation results, we conclude that libraries of schools in remote districts face the following problems:
(A) Lack of regular staffing leads to inefficient work systems and ineffective library operations.
(B) The purchase of new books is usually not timely, and the collection of books is always insufficient for library users’ needs.
(C) Inactivity for bibliographic instruction and user education.
(D) Students have difficulties in searching for useful information or even can not find any study materials. Furthermore, students may not be interested in data provided by the library.
In summary, most teachers agree that bibliographic instruction and user education have positive impacts on students’ achievement and are very important for students’ learning activities. Moreover, the reasons that bibliographic instruction and user education can not be put into practice include: (a) lack of library staffing (60%), (b) lack of hardware facilities (47%), and(c) lack of learning motivation and willingness (27%).
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