115 年 國立臺灣大學圖書資訊系碩士班甲組《專業英文（J）》
第 A 題
A. Paraphrasing (30%)
Scenario: You are writing a literature review on information literacy. The content below comes from the Framework for Information Literacy for Higher Education published by the Association of College and Research Libraries. Paraphrase the provided content into a single, coherent paragraph in your own voice. The content is currently presented in six bullet points in alphabetical order, you may reorder them to fit your writing logic. However, please DO NOT use bullet points in your response.
- Authority is Constructed and Contextual
Information resources reflect their creators' expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required. - Information Creation as a Process
Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences. - Information has Value
Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination. - Research as Inquiry
Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field. - Scholarship as Conversation
Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations. - Searching as Strategic Exploration
Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.
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本題要求考生將六個關於資訊素養的觀念（Authority is Constructed and Contextual, Information Creation as a Process, Information has Value, Research as Inquiry, Scholarship as Conversation, Searching as Strategic Exploration）以自己的話，整合成一個連貫的段落（不可使用條列式）。這是一個綜合性的寫作與理解題，旨在測試考生對英文學術文本的理解能力，以及將資訊重組、以流暢的英文表達出來的能力。
解題步驟：
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理解核心概念： 仔細閱讀每一個條列項，掌握其核心意義。
- Authority is Constructed and Contextual: 權威性非天生，而是由社群建構，且依情境而異，需評估資訊來源的專業性、可信度，並考量資訊需求與使用情境。
- Information Creation as a Process: 資訊的產生是個多階段的過程（研究、創作、修正、傳播），其最終產物反映了這個過程的特徵。
- Information has Value: 資訊具有多重價值（商品、教育、影響力、理解世界），其生產與傳播受法律及社經因素影響。
- Research as Inquiry: 研究是個迭代的過程，透過不斷提出新問題來深化理解。
- Scholarship as Conversation: 學術是社群間持續的對話，透過不同視角與詮釋，累積新知與發現。
- Searching as Strategic Exploration: 搜尋資訊常是個非線性、迭代的過程，需要評估多樣的資訊來源，並保有彈性以尋找替代途徑。
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尋找連結與組織架構： 思考如何將這些概念串聯起來，形成一個有邏輯的段落。可以考慮從資訊的產生、價值、使用（搜尋、研究、學術對話），到權威性的建構來組織。
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改寫與整合： 用自己的話重新表達每個概念，並將它們流暢地連接起來。避免直接複製原文的詞句。
範例（此為範例，非標準答案，實際作答時需用自己的話）：
The Framework for Information Literacy for Higher Education outlines key aspects of navigating the information landscape. It emphasizes that authority is not inherent but is constructed and contextual, meaning that the credibility of information resources depends on the creator's
第 B 題
B. Translate the following paragraph into English. (20%)
圖書館學五律之第三律「每一書均有其讀者」指的是圖書館應使館藏充分流通。以下為具體做法之舉
隅:1. 採用開架系統,便利讀者自由瀏覽,增加圖書與讀者接觸的機會。2.依主題分類排架,提供新
書展示,凸顯館藏新穎性;書架張貼推薦標示以吸引讀者的注意;書架高度與架位安排以方便讀者利
用為原則。3.參考館員應協助讀者找到所需圖書。4.吸引潛在讀者成為圖書館的真正使用者。而第四
律「節省讀者的時間」則是盡可能讓讀者的時間做最有效率的應用。例如:開架閱覽可節省讀者找到
所需圖書的時間;完備的主題分析目錄可幫助讀者將相關資料一網打盡;將利用頻繁的館藏配置在入
口處並建立醒目的標示導引系統,可加速讀者及時找到適切的圖書。
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本題要求考生將一段中文的圖書館學理論與實務的敘述翻譯成英文。這是一項考驗考生對專業術語的掌握、語意理解能力以及英文表達能力的翻譯題。
解題步驟：
-
理解原文語意： 仔細閱讀中文段落，確保完全理解其涵義，特別是圖書館學的相關概念。
- 「圖書館學五律」：這是一個專有名詞，需找到對應的英文翻譯，通常是指 Ranganathan 的 "Five Laws of Library Science"。
- 第三律「每一書均有其讀者」：意指館藏應盡量被使用，達到流通。
- 具體做法：開架系統 (open shelving system)、便利讀者自由瀏覽 (convenient for readers to browse freely)、增加接觸機會 (increase opportunities for interaction)、依主題分類排架 (shelve by subject classification)、新書展示 (new book displays)、凸顯館藏新穎性 (highlight the novelty of the collection)、推薦標示 (recommendation labels)、吸引讀者注意 (attract readers' attention)、方便讀者利用 (convenient for readers' use)。
- 參考館員協助 (reference librarians to assist readers)、找到所需圖書 (find the books they need)。
- 吸引潛在讀者 (attract potential readers)、成為真正使用者 (become actual users)。
- 第四律「節省讀者的時間」：意指提高讀者利用時間的效率。
- 具體做法：開架閱覽節省時間 (open access browsing saves time)、完備的主題分析目錄 (comprehensive subject-indexed catalog)、一網打盡 (find all relevant materials at once)、利用頻繁的館藏配置在入口處 (place frequently used collections near the entrance)、醒目的標示導引系統 (clear signage and guidance system)、加速找到圖書 (speed up finding appropriate books)。
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翻譯專業術語： 將中文的圖書館學術語翻譯成標準的英文。
- 圖書館學五律：Five Laws of Library Science
- 第三律：Third Law
- 每一書均有其讀者：Every book has its reader.
- 館藏充分流通：collection circulates fully / collection is widely used.
- 開架系統：open shelving system / open access system.
- 主題分類排架：shelving by subject classification.
- 參考館員：reference librarian.
第 C.1 題
C. Translate the following paragraphs into Chinese. (50%)
- Statistical significance testing calculates a probability value, which ranges from .00 to 1.00, based on the
observed sample statistics and the given sample size. This calculation assumes that the sample was drawn from
a population in which the null hypothesis is exactly true. The null hypothesis typically states that there is no
difference between experimental groups. Given that significance testing is probability-based and may be
impacted by sample size, the sample must adequately represent the population. The aim of statistical
significance testing is to help researchers determine whether they should accept or reject the null hypothesis,
as well as the level of confidence in making the judgment. The typical significance level is .05, which means
that there is a 5% chance that the researcher made a mistake and said there is a statistically significant difference
when there actually is not. However, the concept of statistical significance can be questionable. Thus, the
American Psychological Association (APA) suggests that researchers use effect sizes, confidence intervals,
and meta-analysis to more accurately represent effects. (25%)
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本題要求考生將一段關於統計學中「統計顯著性檢定」的英文敘述翻譯成中文。這是一個考驗考生對統計學專業術語理解及中文表達能力的翻譯題。
解題步驟：
- 理解原文語意： 仔細閱讀英文段落，確保完全理解其涵義，特別是統計學的相關概念。
- Statistical significance testing: 統計顯著性檢定。
- Probability value (p-value): 機率值。
- Sample statistics: 樣本統計量。
- Sample size: 樣本數。
- Null hypothesis: 虛無假說 (H₀)。
- Experimental groups: 實驗組。
- Probability-based: 基於機率的。
- Adequately represent the population: 充分代表母群體。
- Accept or reject the null hypothesis: 接受或拒絕虛無假說。
- Level of confidence: 信賴水準 / 信賴程度。
- Significance level (alpha): 顯著水準 (通常是 )。
- Statistically significant difference: 統計上顯著的差異。
第 C.2 題
C. Translate the following paragraphs into Chinese. (50%)
- Information science is a field concerned with the problems that arise in the communication of knowledge.
To be more specific, information science researchers examine records involved in knowledge communication
from both theoretical and practical perspectives. This interest overlaps with librarianship and documentation.
Accordingly, discussions of relevance in information science should be of direct interest to librarianship, and
vice versa. The key areas of study in information science include: 1) the technical aspects of knowledge
communication, such as the use of information technologies for processing and transmitting information; 2)
representational aspects, including the development of languages, vocabularies, and classification schemes
for representing information, along with file organization methods and the procedures and logic used for
retrieval; and 3) systems aspects, including the design, development, and operation of information systems
in general and information retrieval systems in particular, as well as the growth of complex information
networks and the information industry. (25%)
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本題要求考生將一段關於「資訊科學」的英文敘述翻譯成中文。這是一個考驗考生對資訊科學專業術語理解及中文表達能力的翻譯題。
解題步驟：
- 理解原文語意： 仔細閱讀英文段落，確保完全理解其涵義，特別是資訊科學、圖書館學、文獻學等相關概念。
- Information science: 資訊科學。
- Communication of knowledge: 知識傳播。
- Records involved in knowledge communication: 涉及知識傳播的記錄。
- Theoretical and practical perspectives: 理論與實務的觀點。
- Librarianship: 圖書館學。
- Documentation: 文獻學。
- Overlaps with: 與...重疊、有交集。
- Discussions of relevance: 相關的討論。
- Technical aspects: 技術層面。
- Information technologies: 資訊科技。
- Processing and transmitting information: 處理與傳輸資訊。
- Representational aspects: 表徵層面。
- Languages, vocabularies, and classification schemes: 語言、詞彙與分類系統。
- File organization methods: 檔案組織方法。