理想與現實之間：以繪圖跟問卷方法探討中學生如何看待學校圖書館

Abstract

隨著圖書館角色的轉型，學生對學習場域的需求已不再侷限於借閱書籍或靜態閱讀，而逐漸重視圖書館所提供的情感支持、社群互動與科技功能。當今教育重視學生對學習空間的主體參與與想像，圖書館作為學校中少數具有彈性使用特性的公共空間，其運作方式與空間設計也須回應使用者多元需求。然而，學生如何理解圖書館的功能？又如何透過圖像與文字表達對「理想圖書館」的期待？這些問題值得深入探討。本研究以圖像、文字與問卷三種資料來源，探究中學生對「現實學校圖書館」與「理想學校圖書館」之詮釋差異，並進一步分析其圖像表現與學生對於學校圖書館態度與看法之間的關聯。研究對象為某國高中共 244 位學生，學生需繪製現實與理想學校圖書館圖像，輔以文字說明，並填寫涵蓋學生對於學校圖書館態度之構面(知覺有用性、情感感受與行為傾向)以及學生對於現實與理想學校圖書館看法之構面(物質環境、探究傾向與社會協作)之自編問卷。圖像資料採用編碼方法，建構出四大類編碼類別：基本物件、高階應用設備、氛圍與人際關係，以呈現學生對學校圖書館功能之多面向理解。為解決研究問題，分析方法結合探索性因素分析（EFA）、成對樣本與獨立樣本 t 檢定、皮爾森相關分析與知識網絡分析（Epistemic Network Analysis, ENA）。研究結果顯示，圖像中四大類編碼的出現頻率，與問卷中若干構面呈現顯著相關，支持圖像作為認知與態度表徵工具的有效性，而在圖像與文字表現中，學生對「理想學校圖書館」的詮釋更傾向強調高階應用設備（如智慧設備）與氛圍（如情緒氛圍）；而在「現實學校圖書館」中，則多聚焦於基本物件（如桌椅照明）與人際關係（如與同儕或館員互動）。問卷資料進一步顯示學生對學校圖書館普遍抱持正向認知，並在「理想情境」下的行為與探究傾向有明顯提升。此外， ENA 分析顯示，學生對於學校圖書館之理想繪圖中「氛圍」與「人際」兩類需求之共現網絡強度高於學校圖書館之現實繪圖，反映學生在圖像中對學校圖書館功能的概念結構出現整合與升級的轉變。本研究有助於理解學生如何詮釋學校圖書館空間與功能，並提供學校圖書館空間設計與資訊素養課程發展之實徵基礎。未來研究建議可結合視覺語法理論以深化圖像分析，並透過縱貫設計與跨校樣本擴展學生詮釋觀點之廣度與深度。With the evolving role of school libraries, students’ expectations for learning environments have extended beyond traditional functions such as book borrowing and quiet reading. Increasingly, students value emotional support, social interaction, and technological capabilities within these spaces. As education today emphasizes student agency and imagination in engaging with learning environments, libraries—being one of the few flexible and communal spaces in schools—must respond to diverse user needs through their operation and spatial design. However, how do students interpret the functions of the library? And how do they express their expectations for an"ideal library" through images and text? These questions warrant further exploration. This study employed three data sources—drawings, written explanations, and questionnaires—to investigate how secondary school students interpret the "real" versus the "ideal" school library. Further analysis was conducted to examine the relationship between students’ visual representations and their attitudes and perceptions toward school libraries. The participants were 244 students from a junior high and highschool. Each student was asked to draw both the real and the ideal library, provide written descriptions, and complete a researcher-developed questionnaire. The questionnaire measured attitudes (perceived usefulness, emotional experience, and behavioral tendency) and perceptions (material environment, inquiry tendency, and social negotiation) related to the real and ideal school library. Visual data were coded into four major categories—basic objects, advanced technological equipment, psychological/affective elements, and interpersonal relationships—to reflect students’ multifaceted understanding of library functions. Analytical methods included exploratory factor analysis (EFA), paired and independent sample t-tests, Pearson correlation analysis, and Epistemic Network Analysis (ENA).The results indicated that the presence of specific visual elements was significantly associated with certain questionnaire dimensions, supporting the validity of drawings as tools for representing cognition and attitudes. In both image and text data, students tended to emphasize advanced technology (e.g., smart devices) and affective atmospheres in their ideal libraries, whereas representations of the real library focused more on basic infrastructure (e.g., tables, lighting) and interpersonal interactions (e.g., with peers or librarians). Questionnaire results also showed generally positive student perceptions of school libraries, with notably higher scores in behavioral and inquiry dimensions when imagining the ideal context. ENA findings revealed stronger co-occurrence networks of psychological and interpersonal needs in ideal library drawings, suggesting an integrated and elevated conceptualization of library functions.This study contributes to understanding how students interpret library spaces and functions, offering empirical insights for school library spatial planning and information literacy curriculum development. Future research may incorporate visual grammar theory to deepen image analysis and adopt longitudinal or cross-school comparative designs to expand the scope and depth of students’ interpretations.