資訊素養對於高等教育很重要，為培養大學生成為批判性思考、獨立學習與終身學習者，英美各國普遍推動大學資訊素養教育。數位學習與線上教育近年風行，成為新的教育與學習方式。資訊素養線上教學開始興起，但不同於傳統教室教學，教師與學生不在一起，線上教育如何使學生主動學習與獲得良好學習互動，均遭遇問題與挑戰。本研究主要探討大學資訊素養線上教學模式與策略，採用文獻探討與個案研究方法，首先陳述大學資訊素養教學的意涵，析述資訊素養線上教育的特點與問題，藉由文獻探討歸納大學資訊素養線上課程類型、課程傳遞方式、教學法與教學策略。最後以個案研究，分析資訊素養自學網、資訊素養數位教材、資訊素養線上課程、資訊素養磨課師四類五個線上課程，以及實證探討線上教學模式與策略，最後提出結論與建議。

Information literacy is important for higher education to cultivate undergraduates to be critical thinking, independent and lifelong learners. Therefore, information literacy instruction is popular among universities in the United States and the United Kingdom. The popularity of digital learning and online courses has been welcomed in the recent years as a new way of education and learning. Information literacy online instruction has started to develop in the recent years; however, unlike the traditional classroom teaching, teachers and students are not in the same place. How online education can make students actively learn and lead to good learning interaction is problematic and challenging. The article mainly discusses the instruction models and strategies on information literacy online courses for higher education with research methods of literature review and case study. Firstly, it explores the meaning of information literacy instruction, and then analyzes the characteristics and problems of information literacy online instruction. Through literature review, it summarizes the types of information literacy online courses, course delivery methods, pedagogies and teaching strategies. The article analyzes five cases of information literacy online courses with case study methods including an information literacy online tutorial, an information literacy digital object website, an information literacy online course and two information literacy MOOCs. This case study empirically explores information literacy online courses, instruction, learner interaction and assessment. Finally, conclusions and suggestions are proposed.