臺灣地區圖書館館員參與繼續教育之動機與阻礙研究

Abstract

中華民國圖館學會暑期研習班是我國圖書館員短期繼續教育的重要管道，但近年來參加人數呈現逐年下降的趨勢，有時更因報名人數不足而無法開班的情形，若能找出影響館員參與圖書館學會暑期研習的意願及阻礙，將有助於提升館員的參加比率，進而提升館員的核心能力。 本研究旨在依美國書館學會2009年所制訂八大項館員核心能力指標為基礎，了解館員參與圖書館學會暑期研習班是否有助於核心能力的提升及參加的意願與遭遇到的阻礙。本研究採問卷調查法，針對全國北中南東等圖書館現職館員進行問卷調查，並以網路問卷為輔助，總共回收704分。 本研究結果發現，館員均能體認參與繼續教育是重要的事，不同學科背景對繼續教育的認知存有顯著差異，且參加圖書館學會暑期研習課程是有助於館員核心能力的提升，但目前圖書館學會暑期研習班的課程尚無法完全滿足館員的需求；館員參與的最主要動機是可以增進個人專業能力；無法參加的最主要原因是時間無法配合，而影響館員參與最主要的意願是課程內容。 本研究提出二點建議：（一）針對非本科系館員有系統地規劃繼續教育課程；（二）圖書館學會暑期研習班課程開設時間可以增加暑假以外時間，地點可以增加中南部；能力提升平均值達4.0以上者能持續保持開課，能力提升平均值未達3.5者能調整課程或師資；成立數位課程平台，開放館員網路非同步數位學習。Library Association of the Republic of China (Taiwan) (hereinafter referred to as LAROC) offers the major professional summer programs for librarians in Taiwan. In recent years, the number of librarians engaging in continuing education programs offered by LAROC has been declining year by year. Some courses have been even canceled due to insufficient enrollment. This study explores the willingness of librarians and the barriers to participate in LAROC’s summer programs so as to improve participation in continuing education programs and further to enhance professional core competencies. A questionnaire survey designed on the basis of ALA’s Core Competences of Librarianship developed in 2008 was distributed to in-service librarians nationwide. Overall 704 completed surveys were received.

The results of the survey indicate that 1) librarians recognize the importance of participation in continuing education programs; 2) there is a significant difference in the perception of continuing education among librarianswith different subject backgrounds; 3) participation in LAROC’s summer courses helps develop core competencies; 4) the current courses offered by LAROC do not completely meet the needs of librarians; 5) the primary motivation for participating in LAROC’s summer courses is to enhance professional competence; 6) inconvenient time schedules for the courses ranks as the major obstacle to participation; 7) the main factor that influences the willingness of library staff to participate LAROC’s summer courses lies in the course contents. Based on the findings, suggestions are made towards promoting librarians’ participation in LAROC’s continuing professional program in order to strengthen professional core competencies. For instance, LAROC may plan and design training courses for librarianswhose educational background is not in LIS-related fields. Furthermore, possible adjustments of current LAROC’s courses are suggested to provide librarians with greater flexibility and more options on class schedules, locations, and asynchronous e-learning courses.