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Fostering Wellness in the Workplace: A Handbook for Libraries: A Handbook for Libraries

為了解決Digital literacy的問題，作者Newman, Bobbi L. 這樣論述：

Bobbi L. Newman is a librarian, writer, consultant, library advocate, and an international speaker. She currently serves as a member of the Office of Information Technology Policy (OITP, ALA) Advisory Committee, on the Public Libraries Respond to the Opioid Crisis with their Community Steering Commi

ttee and the Advisory Board for Let’s Move in Libraries. In the past, she has served as an American Library Association Councilor-at-Large, a member of the OITP Advisory Committee, and a member of the OITP Digital Literacy Task Force. She was named a Mover & Shaker by Library Journal in 2011. Her wo

rk has been featured by The New York Times, The Guardian, BlogHer, O’Reilly Radar, The L.A. Times, Mental Floss, Techdirt, and GigaOm, and was used by Facebook in a smear campaign against Google. She is a regular speaker at local, national, and international events covering topics such as the future

of libraries, digital literacy, ebooks, policy, and innovation and change. She is currently a Community Engagement and Outreach Specialist at the National Network of Libraries of Medicine where she helps public libraries meet the health information needs of their communities. She blogs at Librarian

by Day.

Digital literacy進入發燒排行的影片

探討認知師徒制融入數位學習之學習成效及自主學習行為-以醫放系實習生學習上腹部超音波病灶辨認為例

為了解決Digital literacy的問題，作者蘇于珊 這樣論述：

近幾年，受到疫情的影響使得數位學習在教學領域上的應用愈來愈普遍，數位學習運用在醫學領域相關課程的學門逐漸受到重視。醫院放射科的超音波技術非常重視實作經驗及影像辨認，一向使用師徒制的方式來進行教學，每位實習生所遇到的病灶量與質有差異，且學習過程缺少了反思和探索。因此本研究運用融入認知師徒制之數位學習來進行上腹部超音波病灶之教學，以到醫院實習的醫放系22位實習生為研究對象，希望能藉此提升實習生辨認超音波病灶的學習成效、並探討其學習滿意度及自主學習行為。結果發現運用數位學習上腹部超音波的方式確實能夠提升實習生辨認超音波病灶的學習成效，且整體學習滿意度頗佳，自主學習能力也有提升學習滿意度及自主學習之

間具有顯著相關，且學生的自主學習能力與專題報告也呈現顯著正相關。建議臨床教師推動數位學習融入超音波實習課程，可採用同步線上課程和非同步線上課程的搭配方式及利用線上討論和通訊軟體提供互動活動，未來研究可融入自主學習策略於教學探討對學生自主學習行為和能力的幫助。

The Social Future of Academic Libraries: New Perspectives on Communities, Networks, and Engagement

為了解決Digital literacy的問題，作者 這樣論述：

The current focus in higher education institutions on student engagement, partnership formation, community development and social relations requires a significant mind-shift in academic libraries and librarians if they are to regain their place at the heart of the academic enterprise. Libraries n

eed to move beyond incremental and peripheral development of services, spaces and structures to a more fundamental and radical rethinking of their core mission and service philosophy to realign their resources, processes and practices to contemporary demands. Academic librarians have seen the need f

or change in response to the social turn in the academy and society, and have been exploring concepts such as converged and shared services, partnership and relationship management, blended and engaged librarians, embedded and participatory librarianship, and inside-out and pop-up libraries. But suc

h work has generally been limited to small parts of the organization, and has not usually resulted in the largescale change in strategy and culture needed for libraries to operate effectively as dynamic social organizations in the connected digital world. New ways of working are not enough; they mus

t be informed by new ways of thinking that empower librarians to look at all areas of their practice in a unified holistic way through a social lens. Concepts and theories of intellectual and social capital can give practitioners new perspectives on their work and provide a framework for the hard re

set needed for academic libraries to remain relevant in the 21st century.This book introduces readers to these ideas and uses case studies from real-world experience to show how intellectual and social capital perspectives and social network theory can strengthen strategic development, collaborative

relationships and professional leadership across all areas of library activity. Examples of application areas include academic liaison, collection development, data services, information literacy, library fundraising, service design, space utilization, and student success.

探討鄉村中高齡慢性病患者資訊科技化健康識能與科技接受度之相關性研究

為了解決Digital literacy的問題，作者鄒季蓉 這樣論述：

背景：人口快速老化，慢性疾病與身體功能障礙的盛行率急遽上升，就醫及長照需求負擔繼而增加。延緩失能策略多元興起，疾病自我管理為健康促進重要之一環，隨著醫療科技技術與數位周邊的興盛推進，健康資訊科技化運用亦迅速蓬勃發展。然而，年長者及特定族群之資訊科技化健康識能與科技接受度，是發展健康照護數位系統時需考慮的。目的：本研究旨在探討鄉村中高齡慢性病患資訊科技化健康識能及科技接受度之相關性。研究方法：為橫斷式研究設計之描述性相關性研究，採立意取樣進行收案，對象為雲嘉地區45歲以上中高齡者，經醫師診斷為慢性疾病至某區域教學醫院門診就診者。採結構式訪談問卷進行資料蒐集，包含（1）人口學特性結構問卷；（2）

資訊科技健康照護系統接受度問卷；（3）中文版資訊科技化健康識能量表，來探討中高齡慢性病患資訊科技化健康識能與科技接受度（知覺有用性、知覺易用性、使用意圖）的相關因素分析。經研究倫理委員會審核通過後開始收案，收案時間為民國110年3月至6月。資料分析採描述性統計，與變異數分析、皮爾森積差相關與多元迴歸分析進行推論性統計。結果：有效收案樣本數為120人。資料分析發現相較於全國人口，收案的偏鄉長者的教育程度較低；45%未使用資訊科技健康照護系統；資訊科技化健康識能為中低程度，而科技接受度以「知覺有用性」構面得分最高，「知覺易用性」最低。鄉村地區中高齡慢性病患「性別」、「主要照顧者」、「教育程度」、「

生活費」、「視力狀況」、「擁有智慧型產品數」、「智慧型產品連網方式」及「年齡」等變項，分別與資訊科技化健康識能、和科技接受度具顯著相關（p