Forum of Educational Administration
December 2010, Volume 2 Number 2, pp. 55-88
Reexamining the Administrative Management of Action
Library for Childhood Reading
Weugh-Jen Chen Pao-Hwa Chan
Abstract
The objective of university libraries always focuses on supporting the need of teaching and research, but the library of the National PingTung University of Education (NPUE) extends its function based on the concept of service innovation. The NPUE library expands its service capacity to remote areas and promotes the development of local education by establishing the Action Library for Childhood Reading (ALCR). The library team devotes their expertise to helping elementary school children at remote areas of Kaohsiung and Pingtung counties by reading various books every two months from the first grade to the sixth grade.
By interviews, observations, and document collections, this study investigates the administrative management of each member school to the resources provided by ALCR. Results indicate that space, facility, and human resources are the keys of the administrative management of each member school. In addition, each member school's utilization of ALCR resources for reading activities differs from each other depending on the sufficiency of books. Moreover, the number of students borrowing books, books borrowed, reading feedbacks, and assignments finished is significantly increased at schools utilizing ALCR resources. Furthermore, the implementation of ALCR model worth promoting for its benefits to reading advocacy, teachers' teaching, and students' learning.
壹、緒論
國際教育評估協會（IEA）自 2001 年開始舉辦以小四學生為研究對象之促進 閱讀素養研究（Progress in Reading Literacy Study, 簡稱 PIRLS），台灣於 2006 年 正式參與，其結果於 2007 年 11 月下旬公布，台灣小四學生整體表現在全部參加 之 45 國1中，排名第 22，遠遠落在香港（排名第二）、新加坡（排名第四）之後
有鑑於兒童的閱讀能力對國家未來的競爭力有著深遠影響，各國政府皆莫敢 輕忽，茲將世界各國政府所推動之閱讀計畫整理如下：
（一）美國
1、Reading First
此計畫由美國教育部所提供之補助，目的在於幫助美國境內學童在國小三年 級結束前可達到此階段應有的閱讀能力，除了提供補助給 5-17 歲的低收入戶學童 外，K-3 的教師也可申請補助以確保他們瞭解對學童所使用的閱讀檢核工具，便 利了解其學生的閱讀情況與進度（U.S. Department of Education, 2008）。2、Statewide K-8 Reading and Math Program
此計畫由喬治亞教育局所提供之補助，目的在於提升喬治亞州的公私立及特 許學校（charter school）的學生閱讀與數學的學習能力。欲申請此計劃補助的學 校必須針對閱讀與數學提出完整計畫。獎助學金必須是要使用在教學教材、提升 專業知識、課後輔導計畫（含交通）或個別輔導（Georgia Department of Education, 2008）。
3、K-2 Comprehensive Research-Based Reading Plan
此計畫由佛羅里達教育局所提供之補助，目的在於提升佛羅里達州 K-12 學 生的閱讀能力。預申請此獎助學金，地區必須提出包含以下內容的計畫書：計劃 書在地區及學校層面必須是積極進取；計劃書內容需包含所有導致計畫結果的資 料分析；計劃書所呈現之專業知識的訓練範圍必須是全面性地針對教師的個別需 求設計而成，而教師的需求也必須建立在分析學生相關資料的結果上；計劃書必 需確立並清楚的說明預達成的目標；教學道具和策略必須適宜地使用於學生的特 殊需求（Florida Department of Education, 2003）。
4、Reading /Language Arts Framework for California Public Schools
內容涵蓋基礎教學方針、課程以及教學側寫（California Department of Education, 2006）。
5、Bulls and Books
南佛羅里達大學以建立良好的社區關係為出發點，與位於學區內的 Pizzo Elementary School 合作一項名為”公牛與書”的閱讀計劃。此計劃內容提供就讀於 南佛羅里達大學的運動員利用禮拜三下午的時間到 Pizzo Elementary School 為 K-5 的學生念故事（Go USF Bulls. Com: official sit of University of South Florida Bulls Athletics, 2008）。
（二）加拿大
加拿大推動 Canwest Raise-a-Reader，此計劃由 Canwest 所提倡，目的在於利 用此公司旗下的傳播媒體（電視、報章雜誌等）來推廣閱讀的重要性，並且定期 邀請影視名人來進行募款。所募得之款項皆提供圖書館、社區、學校或相關機構 申請補助（Can West Global Communications Corp, Canada, 2008）。
（三）澳洲
澳洲推動 Reading Assistance voucher programme，此計劃是由澳洲政府所提 倡，目的在於幫助未達全國閱讀基準的三年級兒童提升閱讀能力。符合資格的學 生家長可透過此項計畫為家裡孩童申請一對一的閱讀輔導服務（Department of Education, Science and Training, Australia, 2008）。
（四）紐西蘭
紐西蘭推動 Reading Recovery，此計劃是由紐西蘭教育部所贊助的機構，目 的在於經由深入校園與給予家長指導方針的方式來幫助有閱讀困難的在學學生 （National Reading Recovery Centre, New Zealand, 2008）。
（五）新加坡
三、學校的閱讀推動
茲將學校推動閱讀的方式以行政與班級兩個層面分述之：
（一）行政層面
學校行政實施閱讀活動後的評量方式有下幾點（Office of the Inspector General, 2006; Pouillias, 2006）：
1、定期意見調查
在實施閱讀活動後可定期做閱讀相關的調查事項，例如：問卷調查、教師座 談會、家長座談會等，並將蒐集的資料作統計或分析，以顯示出學童的需求，並 參考教師與家長的意見後，不斷進行更新與改進以追求更卓越的服務。2、舉辦「閱讀獎」
學校可定期舉辦作者與學童接觸的相關活動，亦即邀請作者或畫家至圖書館 舉辦表演、展覽或演講，並邀請家長與學童共同參與，除在活動過程中有討論的 雙向互動外，於活動結束後即可進行立即的評估，例如：有獎徵答。3、建立「獎勵機制」
學校為增加學童的閱讀書籍量，最初可先讓學童借閱自己喜愛的書籍，讓其 習慣至圖書館借閱，學校並建立獎勵機制，即當學童借閱一定的書籍量時即給予 獎勵。（二）班級層面評量
而關於班級實施閱讀活動之評量，茲將學者們（林美和，1981；陳枝田，2004； 張羽旭，2008；藍乙琳，2008；Cox & Hopkins, 2006; Cummins, 2007; Davis, 2007; Hong & Yu, 2007; Jaeger, 2006）提出的建議歸納如下：（一）實施成效
實施閱讀活動，可有下列之成效展現（廖純雅，2008；藍乙琳，2008； Debray-pelot & Mcguinn, 2009; Robinson, Lloyd, & Rowe, 2008）：
論活動目標並溝通教學理念，例如會討論讀書設計的方案、擬訂實施計畫並執行 計畫並進行評鑑等，更會將閱讀活動成果彙集編成刊物與光碟。李麗霞（2002） 的研究結果發現：老師運用多元化教學策略可提高學生閱讀的學習動機，更可嘗 試將閱讀策略融入學科學習中。
4、提供家長參與學童閱讀之機會
透過實施閱讀活動，讓家長有機會參與學童的閱讀過程，使親子關係更為貼 近；此外，家長在實際參與閱讀活動中除獲得成就感外，也會因教師之用心而受 感動，而教師則可從家長實際的回饋、協助、捐書、捐款中，體驗到甜美的果實。 林士郁（2002）的研究結果顯示：父母的閱讀教養方式對學童的閱讀動機有顯著 的正相關；蔡政勳（2006）的研究結果也發現：父母對學童的態度愈佳，學童閱 讀行為的表現也愈佳；Sénéchal（2001）的研究結果提出：在家庭讀寫經驗中， 家長若帶領孩童讀故事書、指導讀寫技巧，對孩子未來的求學會較為順利。5、提升閱讀質量
在「量」的部分，學童每月的閱讀書籍量有越來越多的趨勢；在「質」的部 份，藉由每日早晨 10 分鐘閱讀輕鬆、活潑的書籍，可培養學童閱讀的習慣，此 外，學童閱讀書籍的難度也可漸漸提升，讓教師能適度掌握學童的閱讀水準。萬 瓊月（2002）的研究結果發現：推動國小三到六年級閱讀實驗方案可有效提高學 童閱讀量與閱讀廣度；李玟燕（2005）的研究結果也顯示：國小學童優良讀物在 量化目標上是最容易達成的向度。（二）困難與挑戰
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行動圖書館為例。教育研究月刊，164，46-58。 蔡政勳（2006）。父母對國民小學學童閱讀之態度與學童閱讀行為、閱讀策略之 研究。國立屏東教育大學教育行政學系碩士論文。 鄭雪玫（1983）。兒童圖書館理論與實務。台北市，台灣學生書局。 藍乙琳（2008）。晨讀 10 分鐘–培養快樂閱讀習慣、增進學習力 78 種高效策略。 屏縣教育季刊，34，46-48。
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