(第 26 期)   第十三卷第二期   2019 年 6 月 30 日出刊

身心障礙讀者服務館員繼續教育需求及其學習資源調查

Survey on Continuing Education Resources and Librarians’ Opinions of Reader Service for People with Disabilities

本文關鍵字:身心障礙讀者身心障礙者圖書資訊學教育繼續教育專業知能 disabled readerspeople with disabilitiesLIS educationcontinuing educationprofessional competency

本文摘要

本研究分析 2006 至 2016 年間大學校院提供身心障礙服務相關課程,並藉由瀏覽專業團體與社群網站,分析同一時期與身心障礙讀者服務相關之研習活動,以瞭解圖書館員能學習身心障礙服務之課程資源情形。進而採用問卷調查方式,以近 5 年參與過身心障礙培訓課程之 354 位館員為問卷發送對象,瞭解館員對於繼續教育之需求與意見。調查顯示目前大專校院課程內容以講授概念與政策為多,課程集中在「身心障礙者服務」、「讀者服務」以及「身心障礙福利服務」此三項主流課程;多數館員在學時未曾修過身心障礙服務相關課程,期許在職繼續教育提升工作能力;館員專業知能學習內容可歸為 10 大項主題,其中「相關政策與法規」、「資訊需求與行為」、「溝通技巧與能力」等專業知能較受重視,最終提出對於學校系所開設身心障礙讀者服務課程以及圖書館規劃身心障礙讀者服務人員繼續教育之建議。

This study was to investigate what were the core competencies of the library and information science (LIS) school and other related disciplines have taught of disability reader services in their courses from 2006 to 2016. At the same time, the seminar and discussion forum were also analyzed to understand the characteristics of the learning resources that librarians were available for continuing education. In order to realize the needs and opinion of librarians, a questionnaire was sent to 354 librarians have participated in the training course of disability in the last five years. The results indicate that college courses mainly were to teach concepts and policies, and the "service for disability", "reader service" and "welfare policy for disability" were the top three courses. Most librarians have not taken the course of disability services during school, and they were expected to have on-the-job continuing education to enhance their working abilities. Librarians' profession can be categorized into 10 core competencies, of which "relevant policies and regulations", "information needs and behaviors" and "communication skills and abilities" are the most concerned. Finally, the suggestions for LIS schools and libraries to plan reader services on people with disability will be proposed for reference.
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