數位人文作為新型態跨領域學科，在推廣課程上因沒有數位人文素養或能力相關的評估資訊，使得課程推動不易。而目前並無針對數位人文素養探討的相關文獻。本研究基於數位人文相關文獻與書籍的回顧，將數位人文素養界定為典藏、呈現、分析、創作與流通五個面向，並在此基礎上進一步定義每個面向所需具備的認知與技能。 為探討目前臺灣大學生數位人文素養現況，本研究透過自編之數位人文素養問卷，針對全臺有參與「第二期數位人文創新人才培育計畫」之16所大學進行數位人文素養現況調查，截至2024年共蒐集1,882份有效數據。 研究結果顯示，不同學期與地區對學生在數位人文素養五個面向中的技能有著顯著影響；不同年級與性別對學生在數位人文素養五個面向中的認知有著顯著影響。結論整理出研究結果與建議提供後續研究參考。

Digital humanities, as a new interdisciplinary field, faces challenges in curriculum promotion due to the lack of assessment information on digital humanities literacy or skills. Currently, there is no literature specifically addressing digital humanities literacy. Based on a review of related digital humanities literature and books, this study defines digital humanities literacy in terms of five dimensions: curation, presentation, analysis, creation, and dissemination. It further defines the cognitive abilities and skills required for each of these dimensions. To explore the current state of digital humanities literacy among university students in Taiwan, this study conducted a survey using a self-developed digital humanities literacy questionnaire. The survey targeted 16 universities participating in the " Talent Cultivation Project for Digital Humanities Phase II " across Taiwan, collecting a total of 1,882 valid responses as of 2024. The results indicate that semester and regional factors significantly influence students' skills in the five dimensions of digital humanities literacy. Additionally, year level and gender have a significant impact on students' cognitive understanding in these dimensions. The conclusion summarizes the findings and offers recommendations for future research.

數位人文; 數位人文素養; 跨領域課程

digital humanities; digital humanities literacy; interdisciplinary curriculum