This paper was aimed to assess the overall information literacy of the female migrants who lived in Hsin-Chu County. Many aspects of the information literacy had been examined; including traditional literacy, media literacy, computer literacy and internet literacy. The methods employed in this research include mainly questionnaires and interviews. For the questionnaires, 704 copies had been sent out, and 392 copies returned. Out of the returned copies, 337 were valid. The return rate was 55.7％; validity rate, 85.7％. The research data was collected and later analyzed by statistical methods, like descriptive analysis, chi-square test, Hotelling T2 test, one-way MNOVA and post-hoc comparison by Scheffe’s. After an analysis of the statistical data and interviews, conclusions had been reached. The findings are listed below:
1.The equipments of information technology available to the female migrants were inadequate.
2.The subjects’ competence in information literacy was basically unsatisfactory.
3.The female migrants who were young in age, of Philippine origin, and comparatively well–educated were more likely to access sufficient information resources than the others.
4.The female migrants who were young in age, of Philippine origin, comparatively well-educated , supplementary schools and those who were workers, showed better competence in information literacy than the others.
5.The more opportunities the subjects could access equipments of information technology, the better their information literacy was.
6.To improve the female migrants’ information literacy, the information courses should be modified to meet the subjects’ specific needs and the course hours should be extended, too.
7.The female migrants should be well-informed about the related migrants’ courses and the course contents should be uniformed throughout the County.
Based on the above findings, recommendations for the female migrants, course designers, policy-makers, and the researchers are given as follows.
1. Here are the things the female migrants could do:
- Broaden the social circle and join the migrants’ education program.
- Utilize information technology as often as possible.
- Identify their own inadequacy and take measures to improve information literacy.
2. Here are what the course designers could do:
- Tailor the courses to meet female migrants’ needs.
- Increase course hours to ensure female migrants’ successful learning results.
-Compile bilingual course materials and make individual learning possible.
3. Here are what the course designers could do:
- Give sufficient advertisement to promote migrants’ information courses.
- Help the female migrants to obtain needed information equipments.
- Train a number of specialist teachers to conduct the related courses.
- Refer to the outline of the information literacy courses for curriculum design.
4. Here are some things researchers could do:
It was suggested researchers identify the subjects by geography, as well as chart research methods, contents and tools to get a deeper insight into the female migrants’ information literacy. If further research will be continued in the future, the subjects could be categorized according to their living districts. Hence, how the geographical areas correlate to information literacy would become clear. Regarding research methods and contents, the subjects could be given a test on information literacy and, consequently, test results would be quantified and shown as marks. The results might help to unveil the causes which account for the current information literacy of the female migrants. Last, the information technology has been developing rapidly; therefore, various research tools should be applied in different circumstances. With this flexibility, highly valid and suitable questionnaires could be created.