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Since 2008, the Ministry of Education has promoted a number of in‐service elearning master'sprograms for working persons. Learners feel that e‐learning is convenient and flexible, but theirlearning effectiveness is often questioned. The purpose of this study is to explore the online learning,library use and learning effectiveness of in‐service elearning master progrm students and influencingfactors of learning effectiveness. In this study, a survey was conducted to investigate in‐serviceelearning master progrms. The questionnaires were collected for nine master's progams in six schoolsin Taiwan, and 196 responses were collected. The results show that there are more female studentsthan males in the elearning master programs, and the average age is between 31 and 40 years old. Themain motivation for learners to study the master's programs are self‐pursuit, job needs, andpromotion. The choice of elearning mainly considers family, work and commuting time. Elearningmaster students more use library electronic resources and have high satisfaction with the library(average 4.07), affirmation of the teaching effectiveness of elearning (average 4.57), good evaluationof the course platform (average 4.44), and self‐evaluation learning is effective (average 4.42). Theteaching effectiveness of the elearning of students, the curriculum platform and teaching materials,and the satisfaction of the library are related to the self‐evaluation learning effectiveness of the students. It shows that when in‐service elearning master students are interested in the teachingeffectiveness, course platform and teaching materials, and library satisfaction, the effectiveness ofself‐assessment learning will also increase. In addition, different grades and use fequency of electronicresources in libraries has different effects on student learning effectivenesss.

Integrated library systems (ILS) supporting librarian’s work and providing user’s information retrievalefficiently are important. Especially, in the digital age, libraries face many changes, integrated librarysystems evaluation will help to improve efficiency in the development of automation systems. Theservice quality evaluation can reveal expectations, satisfaction, and perceived service quality onintegrated library systems from the perspective of the librarians. This article aims to investigate servicequality evaluation of integrated library systems at universities libraries, to explore ILS service qualitymodel, to survey librarians’ expectations, satisfaction, and perceived service quality. Research methodsused include literature review, service quality evaluation, and questionnaire survey. The ILS servicequality model is constructed using the literature review and experts interviewing, which consists offour dimensions and 34 indicators: function and modules, access and interface, service support, andsystem quality. Based on the model, questionnaires designed are sent to the librarians at the NationalChengchi University Library in 2015. This study shows that the librarians regard ILS as an importantsystem, with the overall average being 4.22 in the Likert scale, overall satisfaction average being 3.21,and perceived service quality ‐1.01. This implies that the librarians agree that the ILS is very important,but they are dissatisfied with the current ILS and its poor service quality. The system function andmodules dimension is the most important from the survey, followed by access and interface dimension.The function and modules dimension is most satisfactory, but service support dimension is the mostunsatisfactory. As a result, the study shows that the proposed service quality model of integratedlibrary systems is feasible; besides, the researchers point out ten most desirable ILS services and tenpoorest service quality of ILS services, which are valuable information for future library automation.

As university libraries provides a lot of electronic resources collections and services,faculty members and graduate students regard them important and highly useful. Electronicresources bring a lot of complex problems, therefore, it is necessary to from views of usersto conduct service quality measurement for electronic resource services for universitylibraries. It can help library managers to provide electronic resources services in line withuser expectations in the future. The main aims of the study are to construct indicators ofelectronic resources service quality; to explore implications and availability of electronicresources service quality measurement; and to implement electronic resources servicequality measurement to improve service quality, then providing the better electronicresources services. This article used focus groups to develop the service quality model ofelectronic resources service composed of three dimensions and 28 indicators. Focus groupinterviews results were used as a basis for the development of questionnaires. In order toensure the feasibility of service quality model, questionnaires have been collected fromfaculty members and graduate students of the C University. The study shown that theservice quality model of electronic resources service was feasible. The overall average expectation score of electronic resources services was 4.07, an average perceived servicescore was 3.61, and there are a gap between the expectation and perceived service fromrespondents which meant the service quality of electronic resources were not excellent.The study proposed ten most expected of electronic resources services from facultymembers and graduate students and eight dissatisfactory electronic resources service andsome recommendations were made for improvement.

The Learning Commons representing their innovation and transition is important service in university libraries. The article mainly studies on developing the service quality assessment indicators for Learning Commons at university libraries ,there are main purposes including: (1)exploring the meaning and components of the Learning Commons in the Universities’ libraries;(2) understanding the method to evaluate the Learning Commons and constructing adequate indicators for evaluating service quality; (3) understanding the usage and users satisfaction of the Learning Commons in order to assess its service quality , analyzing and evaluating the Learning Commons of libraries. The study has formed the focus groups to better understand themeaning of Learning Commons in Taiwan, and the participants of the focus groups also agreed to conduct the evaluation by applying the assessment of service quality. They came up with three evaluation dimensions and 23 indicators of the Learning Commons. For testing the feasibility of the indicators, the questionnaire was constructed and sent to the users of the Learning Commonsof the N University Library. The research results are as follows: (1) the frequency of using internet affects the number of physically entering to the libraries in both universities; (2) the users recognize the learning value of the libraries; (3) the users used the technological facilities most; (4) the most important services of the Learning Common include a comfortable environment and sufficient resources; (5) the most satisfactory services are the attitudes and responses of the service providers;(6) the services need to be firstly improved include dividing the discussion space from the study space; (7) the overall satisfactory degree still requires more efforts to improve and the libraries should pay more attention on providing resources. Finally, some conclusion and suggestions were proposed by the article. pp. 101-121

This study attempts to investigate the electronic journal reading behaviour of social scientists in Taiwan and Mainland China. The main purposes of the study are as follows: to explore the importance of e-journals amongst social scientists’ research; to explore the e-journal reading behaviour of Taiwanese and Chinese social scientists; to unearth factors affecting e-journal article reading thereby allowing comparisons to be made between the e-journal reading behaviour of social scientists in Taiwan and Mainland China. Three surveys were carried out at ChengChi University in Taiwan, and Wuhan University and Nanjing University in Mainland China during 2012. The target population was social science faculty members and graduate students of the three universities. Three questionnaire surveys were conducted during January toApril 2012, with a total of 668 valid questionnaire responses collected. Analysis of reading e-journal critical incident articles showed that 46.7% were in Chinese and 53.3% in English. Each social scientist in Taiwan and Mainland China read on average 307 e-journal articles and spent about 380 hours annually reading e-journals; they read e-journals mainly for research purposes and the writing of papers. Information regarding the e-journal reading environments, reading methods, reading strategies and reading consequences of social scientists in Taiwan and Mainland China were collected and analysed. In this study four types of e-journal reading behaviour of social scientists in Taiwan and Mainland China are shown, namely; screen browsing; screen based-reading, print reading, and screen-based collocating reading. E-journal reading behavior of social scientists in Taiwan and Mainland China are studied and the study also illustrates some difference of e-journal reading behaviour between Taiwanese and Chinese social scientists. pp. 26-43

臺灣的圖書館學碩士教育始於民國69年臺灣大學圖書館學研究所的成立，民國81年各圖書館學校改名為圖書資訊學系所，如今發展成7所碩士班規模。臺灣圖書資訊學碩士教育發展大致分為三階段：成長時期（民國69年－80年）；發展時期（民國81年－90年）；轉型時期（民國91年－迄今）。本研究旨在探討臺灣圖書資訊學碩士教育歷史發展，蒐集7所碩士班，以及停辦的交通大學數位圖書資訊碩士在職專班，從民國69年迄今陳述碩士教育現況、發展歷史、課程發展與碩士論文研究發展，最後探討問題與展望。本文從社會、科技、經濟、政治、教育層面綜合分析，最後歸納出影響發展的因素，以解釋臺灣圖書資訊學碩士教育的本質與特色。希望重建過去，並作為未來發展的指引與借鑑。 Master’s education in library science began in Taiwan in 1980 with the establishment of the Graduate Institute of Library Science at National Taiwan University. In 1992, the school changed its name to the Department of Library and Information Science. At present, the library and information science master’s educational system in Taiwan is composed of seven master’s programs. The development of Taiwan’s library and information science (LIS) master’s education occurred in three stages: the early stage from 1980-1991, the developmental stage from 1992-2001, and the transformational stage beginning in 2002 and continuing through the present. This study investigates the historical development of LIS master’s programs in Taiwan, aggregates information on the development of the seven master’s programs, and describes the state and development of LIS master’s education from 1980 until now, finally discussing current issues facing LIS master’s education and its future outlook. 頁次：20-40

網際網路促成數位學習發展，如今成為高等教育潮流，美國10 餘所圖書資訊學研究所提供數位碩士學程已培養許多圖書館專業人才。我國公共圖書館與學校圖書館普遍存在許多工作人員未受過專業教育的問題，因此圖書資訊學數位課程與學程長久以來受到期待。本論文基於數位學習品質保證原理，以行動研究方法，探討圖書資訊學數位課程的設計與發展。研究目的包括：（1）探討數位學習品質保證原理與機制；（2）運用品質保證規範以設計數位課程；（3）以行動研究發展圖書資訊學數位學習專班與數位課程；（4）檢討品質保證對數位課程發展之成效。本研究於2007年至2008 年間研發六門數位課程，包括知識組織與資訊取用、研究方法、學校圖書館管理、檔案學研究、圖書資訊學研討與數位圖書館等課程，利用行動研究，規劃與發展課程，並藉課程評鑑回饋修正，最後總結並提出建議。 E-learning is flourishing in higher education due to its ability to lift time and place restrictions from teaching and learning. Because many library staff has not received professional education, more E-learning curricula and programs by Library and Information Science schools is something that many libraries in Taiwan look forward to. Facing demand for E-learning from library staff, the Graduate Institute of Library, Information and Archival Studies (LIAS) at National Cheng-Chi University undertook an experimental curriculum project. The purpose of this study was to develop an E-learning master’s program with six E-learning curricula for library staff and instructors in senior high schools in accordance with quality assurance mechanism .The study was conducted as action research with five stages as follows: (a) describing the problem and its focus; (b) exploring some action options for the problem; (c)seeking collaborative partners and discussing; (d)undertaking action options: the five lecturers of the LIAS planned and developed six E-learning courses with web-based learning systems; (f) evaluation and feedback: six courses were modified according to student learning outcome assessments and course reviews. In 2008, six E-learning courses were developed and program and curricular accreditation was applied for from the Ministry of Education. Six e-learning courses were Information, Organization and Access; Research Methodology; School Library Management; Seminar on Archival Studies; Seminar on Library and Information Science; and Digital Libraries. In addition to describing the planning and implementation of the curriculum, the article also reviews the effectiveness of E-learning teaching and learning, as well as offering final conclusions and recommendations. 頁次：54-65

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