A Study of Planning Archival Literacy Courses for University General Education

• Main Authors: Chen, Tsai Mei, 陳在眉
• Other Authors: Lin, Chiao-Min
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/4zhsu5

碩士 === 國立政治大學 === 圖書資訊與檔案學研究所 === 105 === Archival literacy means that someone has the basic knowledge of archives, realizes his needs of archives, and has the abilities of searching, analyzing, choosing, evaluating, using and broadcasting archival resources. However, the concept of archival public access is not as well-known as borrowing books in the library, which means that the concept of archival literacy is less popular than library instruction. To improve the notability of archival literacy, we can follow the example of library instruction to promote archives instruction, or follow the development of general education in Taiwan to offer the archival literacy courses, which can cultivate the ability of archival literacy of college students. The purpose of this study is to explore the educational philosophy and the necessity of archival literacy and information literacy at home and abroad, and to realize the opinions and expectations of the plan of archival literacy courses from college students and teachers. Furthermore, to offer a much more complete syllabus of archival literacy courses and to make some suggestions of follow-up development. The study explores the syllabuses of information literacy and archival literacy courses at home and abroad, and integrates the contents of these courses to analyze and sum up some principles that should take into consideration while planning archival literacy courses. According to these principles, we’ll make a list of subjects and units as for the plan of archival literacy courses. The study also explores individual views and considerations by in-depth interviewing college students who had taken a course about archival literacy and teachers that are studying in the field of archives, had been working at the archives, or had lots of experience of archival accessing. From the result we adjust the syllabus to a more flexible module includes five subjects and 22 plain units. The five subjects are: (1) the knowledge of archives, (2) the practical work of archives, (3) archives retrieval, (4) archives access (5) ethic of archives. Teachers could choose any topics or units that exactly meet their demands to combine with their syllabuses. The study suggests that the archival literacy courses follow-up could choose some subjects or units from the syllabus that the study sorted out to make their syllabuses meet their demands; the archival literacy courses could be combined with historical course or library instruction. Finally, for the content of the curriculums, it should combine theory with practical works. Choose more units like visiting archives or accessing archives could excite the students’ interest and improve their wills to get into the class.