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題名：美國學校圖書館營運標準之發展研究
作者：曾品方
作者(外文)：Pin-Fang Tseng
校院名稱：國立臺灣大學
系所名稱：圖書資訊學研究所
指導教授：陳雪華
學位類別：博士
出版日期：2018
主題關鍵詞：學校圖書館；學校圖書館學；學校圖書館營運標準；學校圖書館營運指南；學校圖書館館員
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學校圖書館營運標準提供一套用以實施、評鑑和改善圖書館經營效能的方法，不僅能引導和強化學校圖書館事業的進展，更是評估一個國家或地區學校圖書館發展的重要文獻，而研究營運標準，有助於理解學校圖書館的本質，建構各種概念的關係，進而指出策劃未來的方向。美國不僅是全球學校圖書館界發展成熟的國家，更是許多營運策略或服務概念的濫觴之地，其營運標準已積累近百年歷史，無論是豐富度或新穎性，都是當今最佳典範之一。基此，本研究選取1920至2018年美國12部學校圖書館營運標準為研究對象，以社會歷史論為取向，採用歷史比較法，分析比較各時期營運標準的內容特徵、相同與差異之處，據以提出整體變遷的脈絡和啟示，進而對我國學校圖書館的營運標準和經營管理提出建議。
本研究運用歷史比較法的時序描述、組合解釋、概念併排、脈絡與比較四項程序，結合了闡述時代背景的PEST分析法，彰顯各時期營運標準特徵的SMILE標示法，以及兼俱社會文化情境和營運標準內容的SCOPE比較向度模式，據以實施研究，獲得結論和建議。本研究結論有五項，分別是：(1)PEST有助於結構化分析營運標準的社會文化情境；(2)營運標準的基本主張從量化到質性、從管理導向到學習導向；(3)經營管理強調館員重要性，關注教與學以及媒體科技融入學習；(4)合作關係在校內持續深化，在校外從公共圖書館到網路社群；(5)教與學的焦點從圖書館利用、閱讀素養、資訊素養到多元素養。
根據研究結論，對我國學校圖書館營運標準提出建議，首先是營運標準的制定應擴大參與度，其次是營運標準的官方網站應提供相關資源，第三是營運標準的更新策略應更有彈性以維持適用性，最後是營運標準的涵蓋度與層次性應務實調合。此外，對我國學校圖書館經營管理的建議有六，依序是：(1)學校圖書館的營運以學習為導向；(2)人才的培育兼顧知識和態度；(3)資訊科技的應用朝向層級分工；(4)強化合作關係的層次和互惠策略；(5)結合各學習領域共同促進多元素養；(6)重視評鑑以促進學習者、館員和圖書館的成長。
School library standards or guidelines are a set of methods implemented to evaluate and enhance the effectiveness of school library programs. These stanards not only guide and strengthen the development of school librarianship, but also serve as critical measures that can be used to evaluate the development of school librarianship in a region or country. Examining school library standards helps one understand the nature of school libraries and identifying the relationships between school library-related concepts are key parts of complete school librarianship.
The United States is a country featuring school libraries with mature business development; it is also the birthplace of many school library-based business strategies and service concepts. With a development history spanning nearly a century, the wealth and novelty of school library standards in the United Sates are modern paradigms. Accordingly, this study investigated 12 U.S. school library standards adopted between 1920 to 2018 and employed the sociohistorical approach and historical-comparative method to analyze and compare the similarities and differences between these standards in terms of their content characteristics. Such similarities and differences were used to reveal reasons behind the overall changes in school library standards, on the basis of which recommendations were made to enhance the standards and management of school libraries in Taiwan.
This study used the four-step procedure of the historical-comparative method (i.e., period description, combinational explanation, conceptual juxtaposition, and context and comparison) and combined the time-oriented PEST analysis method with the SMILE labeling method (which highlighted the standards of each period) and SCOPE model (which considered sociocultural contexts and standards content) to generate the study conclusions and recommendations. The study conclusions are as follows: (1) PEST supports structural analyses of the sociocultural contexts of school library standards; (2) the claim of the school library standards should evolve from being quantity-approach to being quality-approach and from being management-oriented to being learning-oriented; (3) operational management emphasized the importance of librarians, paid attention to teaching and learning, and integrated media technology into learning; (4) library-related partnerships continued to form and strengthen within the school and outside of the school (i.e., from public libraries to online communities); and (5) the focuses of teaching and learning included library use, reading literacy, information literacy, and multiple literacies.
On the basis of the study results, this study made recommendations to enhance the standards and management of school libraries in Taiwan. For standards, the following recommendations are proposed: (a) more relevant units should participate in the formulation of standards; (b) official websites should provide resources related to standards; (c) strategies for updating standards should be more flexible to maintain their applicability; and (d) standards should be comprehensive and specific and adjusted according to actual practice. For management, the following recommendations are suggested; (a) school library operations should be learning-oriented; (b) when cultivating school librarian, both knowledge and positive attitude should be taught; (c) the application of information technology should be oriented toward division of labor; (d) partnership levels and reciprocal strategies should be strengthened; (e) learning content areas should be integrated to facilitate the multiple literacies of learners; and (f) evaluations should be given priority to facilitate learner, librarian, and library development.
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