| Summary: | 碩士 === 國立彰化師範大學 === 商業教育學系 === 92 === Abstract
The investigative questionnaires are adopted in this research. The aims of this study are to investigate the state of information literacy and learning intention of the academic librarian of the National University from the variables of different background, i.e. sex, age, affair, service years, service department, service area, to analyze the correlation between the information literacy and learning intention of the academic librarian.
The study was aimed at the academic librarian of the 35 National Universities by general inquiry. First, there was a tryout of 150 questionnaires that were designed according to the evaluation list of the academic librarian information literacy. Then, a series of items, factor and reliability analysis were processed to establish the reliability and validity of the questionnaire. A test of 600 questionnaires was sent to academic librarians. A Total of 375 questionnaires were returned and 338 were usable. According to the collected data, the statistical analyses of descriptive analysis, t-test, one-way analysis of variance, Pearson correlation analysis and regression analysis were performed.
The findings of this study are as follows:
I. The state of information literacy is medium. The magnitude orders of accesses needed information, understand information ethics, cognition information requirements and valuation organizing/applying information.
II. The learning intention is highly. Especially in continuing learning information technology is helpful to promote information literacy.
III. The differences of information literacy from different background variables of the academic librarian exist.
i. There is no significant difference in information literacy from the background of different sex, age, service years.
ii. There is significant difference in information literacy from the background of different education, affair and service department.
iii. There is significant difference in cognition information requirements from the background of different service area.
iv. There is significant difference in cognition information requirements, accesses needed information and understand information ethics from the background of different graduation of the department.
IV. The differences of learning intention are different in terms of different background variables of the academic librarian.
i There is no significant difference in learning intention from the background of different sex, age, graduation of the department, service years and service area.
ii There is significant difference in learning intention from the background of different education, affair and service department.
V. There is significant relationship between information literacy and learning intention of academic librarians.
VI. Learning intention is the most significant predictors to the understand information ethics (45.8%), next is valuation organizing/applying information (43.8%), cognition information requirements (41%), accesses needed information (36.4%) and information literacy(53.3%). The above predictable performance is between 36.4% ~ 53.3%.
Finally, recommendations based on the above findings and conclusions of the study were made for university library and further study.
Keywords：information literacy, lifelong learning, continuing education, academic librarians, university library, national university
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