| Summary: | 碩士 === 淡江大學 === 資訊與圖書館學系碩士班 === 94 === In the age of information technology, students who are skilled in using computer tools are not necessarily well equipped with information literacy. Information literacy will prepare the students from technological and vocational education system for competitiveness in facing the rapidly changing industries. The purpose of this thesis is to explore possible modes, procedures, and frameworks based on which integration of information literacy into curriculum through team teaching can be successfully achieved to promote information literacy of the students.
The literature review reveals that information literacy is characterized by: （1） It is an area that has been constantly expanding with time. （2） It involves the use of a variety of learning theories. （3） An optimal way to construct a situated learning context with information literacy is to integrate information literacy into curriculum. （4） To integrate information literacy into curriculum can be implemented through team teaching based on a collaboration of faculties and librarians. By reviewing four university cases in Taiwan and the United States, successful promotion of information literacy can be attributed to six elements: （1） Making a clear and explicit objective;（2）Establishing a clear framework for responsibility and procedures to practice;（3） Requiring frequent communication among teaching-team members and specifying teaching strategy;（4） Sufficient supports from the administration;（5）Taking advantage of the diversity of information literacy and team-teaching strategy;（6） Inventing a good mechanism to evaluate the outcome.
There were three teaching modes and two team-teaching types employed to experiment with four undergraduate courses for six classes at the Ching Yun University. The study, which started from May 1st, 2005 to January 23rd 2006, was conducted principally by the method of participant observation. All meetings and interviews records were collected, and a prior-to-class and a post-class questionnaire survey were given to each class. Arranged were qualitative interviews with teachers, librarians and part of the students. According to the quantitative analysis, all the results are not as satisfactory as expected. Different teaching modes resulted in different learning outcomes. It is suggested that the teaching mode be a combination of classroom teaching, instruction by online teaching platform, observation in class, and online practice. The role of the librarians in team-teaching mode may be concentrated in course design and teaching evaluation, both of which will relatively increase their working time. Based on the qualitative analysis, each teaching mode is inspected by the six elements mentioned above, so that the factors influencing the outcome of the study are analyzed. Advices to improve the research process adopted in the thesis are also given.
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