本研究旨在瞭解科技大學學生資訊素養能力現況，以正修科技大學日間部四技學生為研究對象，以分層隨機抽樣的方式選取樣本，先採用問卷調查法取得395 份有效問卷，進行量化統計分析後，針對問卷調查之結果，再以立意取樣方式訪談六位受訪者，進一步蒐集研究資料以達成研究目的。
根據調查結果分析，本研究之結論如下：(1)科技大學學生資訊使用經驗情況良好；(2)科技大學學生之資訊素養現況在整體與各層面表現屬中上程度；(3)在性別方面，女性學生的資訊素養平均優於男性學生；在年級方面，四年級學生資訊素養優於其他三個年級；在學院方面，人文學院與管理學院學生資訊素養優於工學院學生；(4)在使用電腦、網路及工具軟體方面，平均每天使用超過1 小時以上的學生資訊素養優於平均每天使用低於1 小時的學生；(5)在利用圖書館方面，每週利用圖書館1 天以上的學生資訊素養優於沒有每週利用圖書館的學生；(6)在修習資訊素養課程方面，有修習過資訊素養課程的學生資訊素養優於沒有修習過資訊素養課程的學生。
根據研究結論，提出下列建議供學校教育行政機關及教師授課參考：(1)應加強圖書館推廣服務的工作，協助讀者提升其資訊素養能力；(2)增設資訊素養相關訓練課程；(3)教師與圖書館館員合作，將資訊素養訓練融入教學課程；(4)教師應積極主動接觸科技新知，運用於課程中並導入資訊素養教學，藉此引發學生的學習興趣。

This study aims to evaluate the information literacy skills of university students. Stratified random sampling was used to collect data on university students recruited from Cheng Shiu University. 395 valid questionnaires were obtained. After data analysis, 6 participants were then interviewed with purposive sampling method in order to achieve research purposes.
According to the research findings, the conclusions of this study are as follows: (1) University students have positive experiences in use of information. (2) University students' information literacy status is at upper level of overall performances. (3) The average information literacy of female students is better than male students; the fourth grade students have the best information literacy compared to students in other three grades; the information literacy of students of the College of Humanities and the College of Management is better than students of the College of Engineering. (4) Students who use computer, Internet and software more than 1 hour per day have better information literacy than students who use computer, Internet and software less than 1 hour per day. (5) Students who use the resources of library more than 1 day per week have better information literacy than students who don't use the resources of library more than 1 day per week. (6) Students who have attended information literacy courses have better information literacy than students who haven't attended information literacy courses.
According to the conclusions of this study, the following recommendations are provided to schools, educational administration authorities and teachers: (1) Library services should be strengthened for improving readers' information literacy; (2) increase training courses related to information literacy; (3) teachers are recommended to add information literacy training into the teaching curriculum by cooperating with librarians; (4) teachers should actively contact new technologies and apply information literacy into teaching in order to arouse students' interest in learning.

一、中文書目
王梅玲(2004)。大學生資訊素養課程設計與評鑑。圖書館學與資訊科學，30(2)，134-142。
江文雄(1999)。技職校院學生能力標準建構與能力分析模式之規劃。技術及職業教育雙月刊，54，2-8。
李德竹(1997)。由圖書館資訊服務規劃我國圖書館資訊素養之培育方針與評量指標。行政院國家科學委員會計劃成果報告，(報告編號：NCS86-2，413-H-002-031)。台北：台灣大學圖書館學系暨研究所。
李隆盛、賴春金(2007)。技職教育現況及其未來發展。國家菁英季刊，3(1)，35-45。
吳明隆（2007）。SPSS 操作與應用問卷統計分析實務。臺北市：五南圖書。
柯雲娥(2004)。傳播學門大學生資訊素養能力的研究。國立政治大學圖書資訊學系碩士論文，未出版，臺北市。
黃建夫(2008)。當前我國高等技職教育發展問題之探討。嶺東通識教育研究學刊，2(3)，13-26。
張鈿富(2001)。知識經濟與高等教育發展。師友，409，15-16。
許芳菊(1996)。澳洲教育改革-關鍵能力啟動未來。天下雜誌，178，166-172。
教育部(2000)。追求卓越的技職教育。技職教育白皮書，1-70。
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陳玉蘭(2008)。畢業生對工作能力重要性認知與在校學習助益工作能力評估之落差分析。高等教育，3(1)，129-167。
楊美華(2006)。我國圖書館事業近十年發展的回顧與前瞻。台灣圖書管理季刊，2(4)，p10-24。
資訊素養標準工作小組(2009)。我國資訊素養標準草案討論。中華資訊素養學會資訊素養指標研議。上網日期：2011.11.22，檢自：http://mwu.glis.ntnu.edu.tw/blog/archives/roc_il_standard_2009%20TANET_present_20091029.pdf
廖淑真(2007)。碩士生對資訊素養之熟練度與態度之調查研究-以亞洲大學為例。國立中興大學圖書資訊學研究所碩士論文，未出版，臺中市。
維基百科(2011)。職業教育。上網日期：2011.11.22，檢自：http://zh.wikipedia.org/wiki/%E8%81%8C%E4%B8%9A%E6%95%99%E8%82%B2
鄭瑞城(1998)。大學教育和大學傳播教育：觀念的再思考。傳播研究簡訊，15，4。
鍾學文(2002)。科技校院商業管理群學生職場導向資訊素養之研究。國立台北科技大學碩士論文，未出版，臺北市。
龔仁文(2006)。WEB 2.0：網路上有錢，創意在裡面。臺北市：財團法人資訊工業策進會出版。

二、西文書目
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Behrens, S. J. (1994). A Conceptual Analysis and Historical Overview of Information Literacy. College and Research Libraries, 55(4), 302-309.
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Chartered Institute of Literacy and Information Professionals (2004).CILIP information literacy : Definition. London: CILIP. Retrieved November 20, 2010 , from:http://www.cilip.org.uk/get-involved/advocacy/learning/information-literacy/Pages/definition.aspx
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International Society for Technology in Education. (2007).National Educational Technology Standards (NETS•S) and Performance Indicators for Students. Retrieved November 20, 2011 ,from: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf
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Prus, J., & Johnson, R. (1994). A Critical Review of Student Assessment Options. New Directions for Community Colleges, 88, 69-83.
Rockman, I. F. (2004). Integrating information literacy into the higher education curriculum: Practical models for transformation. San Francisco, CA: Jossey-Bass.
SCONUL Advisory Committee on Information Literacy. (1999). Information Skills in Higher Education: Briefing Paper. London, SCONUL. Retrieved November 20, 2011 ,from:http://www.sconul.ac.uk/groups/information_literacy/papers/Seven_pillars2.pdf
Spiranec, S., & Zorica, M. B. (2010). Information Literacy 2.0: hype or discourse refinement? Journal of Documentation. 66(1), 140-153.
Tuominen, K. (2007). Information literacy 2.0, Signum, 40(5), 6-12.
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Walsh, A. (2009). Information literacy assessment: Where do we start? Journal of Librarianship and Information Science. 41(1), 19-28.