本文的研究動機為，社會大眾常將「資訊素養」等同於「科技素養」或「電腦素養」，或者認為可以包含在「媒體素養」內，而忽略了「資訊素養」的重要性。筆者認為有必要釐清「資訊素養」的特徵，並呼籲大眾正視「資訊素養」。因此，本文由資訊素養與媒體素養的定義與差異談起，並指出資訊素養的理念內涵，和資訊素養教育的獨特之處，並提出三個案例說明資訊素養的重要性。最後，筆者呼應國際發展趨勢，提出未來台灣可以試著融合媒體與資訊素養教育，正視資訊素養教育的重要性，並確切落實於各級教育中。

The purpose of this paper is to clarify the characteristics of “information literacy” because many people used to consider information literacy equated to “technology literacy” or “computer literacy,” or even “media literacy”. The essence of information literacy is thus obviously ignored. This paper begins with definitions and differences between information literacy and media literacy. This paper also points out conceptual connotation of information literacy and uniqueness of information literacy education. In addition, it presents three cases to illustrate the importance of information literacy. At the end, the author echoes the international development trend to propose an integration of media and information literacy education to face the importance of information literacy education and implementation to all levels of education.

資訊素養; 媒體素養; 掠奪性期刊; 假新聞; 科學欺騙

information literacy; media literacy; misinformation; disinformation; predatory journals