| Summary: | 碩士 === 國立政治大學 === 圖書資訊學數位碩士在職專班 === 99 === For the coming alongside with the era of knowledge-based economy, it has become our fundamental capability that people today have to be able to make use of information technology. As of location convenience for school library, it has become one of the sources so that teachers and students elementary can access to information. In fact, if teachers must nurture students with habit and capability to exploit library, they must be able to be equipped with professional knowledge of library and are able to make use of various kinds of resources of library.
This study has taken the teachers of elementary school teachers of Keelung City as its subjects, and aimed to investigate the cognition of teachers regarding school library as well as the scenario making use of school library. Besides, it would also explore the difference. This study will employ questionnaire survey, with its research results summarized found as follows:
Teachers of diverse background are found with positive evaluation regarding each of the aspects for school library. Among them, the aspect of “promotion for reading” is considered to be of the best, seconded by aspects as “relevancy to curriculum,” “library collection, management, and service,” and “programming design,” whereas the aspect of “support to teaching” tails and is found with the lowest cognition.
Teacher’s cognition of school library was different in accordance with the background variables such as current position, educational background, age and gender. Teachers with administrative position can recognize most school library’s functions in the aspects of “library collection, management, and service,” “relevancy to curriculum,” “support to teaching” and “promotion for reading”. Average college graduates gave highest approval to the aspect of “programming design,” while, teacher’s college graduates expressed more approval in the aspect of “relevancy to curriculum,”; older teachers approved most in the function of “promotion for reading”; male teachers were more satisfied with the aspect of “support to teaching”.
The primary aim for teachers to use school library is supposedly to support their teaching demands; however, the results reflecting in frequency and time for this purpose were relatively low. As for teachers who rely on network resources to accommodate their information needs, it is found that the scenario making use of information with school library remains much to be improved. In fact, what teachers need most from school library is that it can provide resources of novel knowledge, while the problem of library collection is what teachers consider improvement must be made. Teachers do not often attend further training for professional competence of school library, but they do have rather favorable self-evaluation regarding the utility of library manpower.
Teachers’ use of school library was found to vary in accordance with the variables of their background. Homeroom teachers and teachers with administration position seemed more identical in their use of school library. Teacher’s college graduates, senior teachers and older teachers as well as female teachers would show a better use of school library.
As learned and concluded from study results, it is thus suggested: local government and competent authority of education should appropriate fixed amount of expenditure annually, increase the formation of specialized personnel for school library, and establish collective platform for teaching resources among school library of elementary schools for the entire city. On the part of schools, they should actively strive for more funding, increase library collections with diversified channels, and integrate school library as the center of teaching resources. On the part of teachers, they should take hold of chance for professional study and training, combine school library into their teaching, make good use of resources from school library, and appropriately put forth proposal, thus helping to realize the function of having school library in support teaching for teachers.
|
|---|
