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    Title: 從圖書館員專業養成探討美國圖書資訊學碩士教育
    Study on Library and Information Science Master Education for the United States from the Perspective of Librarian Professional Education
    Authors: 張譯文
    Chang, Yi-Wen
    Contributors: 王梅玲
    Wang, Mei-Ling
    張譯文
    Chang, Yi-Wen
    Keywords: 圖書資訊學教育
    碩士教育
    課程
    專業能力
    認可制度
    認可標準
    美國
    Library and Information Science Education
    Master Education
    Curriculum
    Competency
    Accreditation
    Standards for Accreditation
    United States
    Date: 2019
    Issue Date: 2019-08-07 16:25:58 (UTC+8)
    Abstract: 圖書資訊學的正規教育起源於美國,1887年由Melvil Dewey在當時的哥倫比亞學院(Columbia College)中創辦圖書館學院(School of Library Economy),成為世界圖書館學正規教育的先驅,開啟圖書館事業專業化的新時代。1926年,美國的芝加哥大學(University of Chicago)成立第一所圖書館學碩士班後,如今圖書資訊學專業教育在世界各地蔓延,展現不同與多元的樣貌。然而,美國的圖書資訊學教育受多方面因素的影響,導致圖書館專業教育意涵與就業市場的變動,促使各界重新審視圖書資訊學的專業教育,以及專業人員的培育模式。
    本研究旨為以圖書館員的專業養成,探討美國圖書資訊學碩士教育,進一步瞭解美國圖書資訊學碩士學程的認可制度與標準、教育制度、多元專長,以及碩士教育與圖書館員專業養成之關聯。研究方法上,採用文獻分析法與內容分析法,以2018年獲得美國圖書館學會(ALA)認可的52校57個美國圖書資訊學碩士學程為研究對象。依據2015年〈圖書館與資訊研究碩士學程認可標準〉(Standards for accreditation of master’s programs in library and information studies)為理論基礎,調查美國圖書資訊學認可碩士學程的基本資料、教育制度以及課程設置等三方面,觀察圖書館員培育的本質與變化。
    綜整本研究結果如下:(1) 美國圖書資訊學碩士學程的認可制度與標準,確保圖書館員的專業教育品質,奠定圖書館員的專業養成。(2)美國圖書資訊學教育的學門歸屬改變,逐漸轉變為更廣泛的資訊領域。(3)美國圖書資訊學認可碩士學程的性質發生變化,圖書資訊專業人員的培育模式轉變。(4)美國圖書資訊學的專業教育以培育檔案、青少年服務、專門圖書館、資訊技術與科技應用、公共圖書館等多元專長。(5) 美國圖書資訊學的專業教育以研究、資訊技術、系統與科技,以及資訊與知識組織為核心知能,反映圖書館員之專業能力。(6) iSchools運動對美國圖書資訊學碩士教育造成影響,形成獨特的發展體系。
    最後,依據本研究結果,提出以下建議:(1)持續地關注圖書資訊學教育的變革與發展。(2)持續地追蹤圖書資訊學畢業生的就業市場與能力需求,重新思考專業人員的養成模式。(3)建立適合臺灣圖書資訊學教育的認可制度與標準。(4)加強臺灣圖書資訊學教育的國際化發展,增加能見度。
    The formal education of Library and Information Science originated in the United States. In 1887, Melvil Dewey founded the School of Library Economy at the Columbia College, becoming a pioneer in the formal education of Library Science in the world, opening a new era of professionalization of the librarianship. After the first master's degree in Library Science was established at the University of Chicago in the United States. Today's Library and Information Science education around the world, showing a variety of designs. However, the education of Library and Information Science in the United States is affected by many factors, which leads to the change of library professional education and the job market. Prompted to re-examine all sectors of Library and Information Science of professional education, and foster professional model.
    The purpose of this study is to explore the master's programs in Library and Information Science in United States with the professional development of librarians, and to further understand the accreditation and standards, education system. As well as the relationship between master's education and the professional development of librarians. In terms of research methods, the Document Analysis and the Content Analysis Method were adopted. In 2018, there was accredited by the American Library Association master’s programs in Library and Information Science with 52 schools and 57 programs. Based on the 2015 “Standards for accreditation of master’s programs in library and information studies” investigates the basic materials, education system and curriculum of the master's programs in Library and Information Science in the United States, and observes the nature and changes of librarians.
    The results of the comprehensive study are as follows: (1) The accreditation and standards of the master's programs in Library and Information Science in the United States ensure the professional education quality of librarians and lay the professional development of librarians. (2) The field of library and information science education in the United States has gradually changed into a broader information field. (3) The nature of the master's programs in Library and Information Science in the United States has changed, and the cultivation mode of library information professionals has changed. (4) The professional education of Library and Information Science in the United States cultivates multiple expertise such as archives, youth services, special librarianship, information technology and technology applications, and public librarianship. (5) The professional education of Library and Information Science in the United States is centered on research, information technology, systems and technology, and information and knowledge organizations, reflecting the professional competence of librarians. (6) The iSchools movement has an impact on the education of library and information science in the United States, forming a unique development system.
    According to the results of the research and development, the following suggestions are proposed: (1) Continue to pay attention to the transformation and development of Library and Information Science education. (2) Continuously track the employment market and professional ability needs of graduates of Library and Information Science, and rethink the development model of professionals. (3) Establish an accreditation and standards for Library and Information Science education in Taiwan. (4) Strengthen the international development of Library and Information Science education in Taiwan and increase visibility.
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    Description: 碩士
    國立政治大學
    圖書資訊與檔案學研究所
    106155004
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0106155004
    Data Type: thesis
    DOI: 10.6814/NCCU201900477
    Appears in Collections:[圖書資訊與檔案學研究所] 學位論文

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