二十一世紀是一個知識經濟的時代，同時也是網路科技化的時代，在大學教育體系中，教師應該如何幫助學生在資訊時代中學習與增進他們的能力？本研究以一所大學所開設之「網路傳播」課程為行動研究個案，策劃一個以網路傳播為課程內容，輔以運用資訊素養，並且鼓勵學生運用資訊素養詮釋課程中所規劃的七項網路傳播議題的教學方案。本研究之研究問題有三項：(一)如何以資訊素養幫助學生了解網路傳播的多面向意涵？(二)學生使用資訊素養詮釋與探究網路傳播議題之情況為何？(三) 行動研究設計之教學方法及活動與學生學習之間的連結為何？研究結果有三個發現：(一) 資訊素養的課程設計擴展學生對網路傳播議題的認識；(二) 資訊素養有助於學生提升詮釋網路傳播議題的能力；(三) 教學方法與活動設計激發學生學習興趣與提升教師教學質量。 The 21st century is the era of knowledge-based economy and the Internet technology. In the university education system, how does the teacher help the students to learn and enhance their abilities in the information era? The researcher applied an action research in an Internet communication course which infusing the concepts of information literacy in one university. The purpose of this course is to facilitate the students to adopt the skills of information literacy to investigate seven agendas of the Internet. There are three research questions of this research. First, how does the teacher help the students understand the multiple perspectives of the Internet communication? Secondly, what are the circumstances as the students adopt the skills of information literacy to investigate the agendas of the Internet? Third, what is the relationship of the design of action research and learning outcomes of students? There are three findings in this research. First, the course infused the information literacy help the students expand the comprehensions of understanding the issues of the Internet. Second, the skills of information literacy assist the students to enhance their capacity to explore the Internet agendas. Finally, the instructional design of teaching strategies and activities could stimulate the students’ learning interests and improve the teacher’ teaching quality.
