(第 19 期)   第十卷第一期   2015 年 12 月 31 日出刊

圖書資訊學領域學生如何說出「資訊」的故事:視覺方法之探索性研究

本文關鍵字:視覺方法;主題分析;資訊科學;圖書資訊學 Visual methods; ematic analysis; Information science; Library and information science

本文摘要

本研究運用圖文技巧(draw-and-write technique), 透過Hartel 之視覺方法蒐集56 位學生所繪製之「資訊方塊」 (iSquares)及其文字說明,透過主題分析檢視圖書資訊學領域學生如何以圖文表述「資訊」概念。研究發現資訊方塊表述方式多元,包含人的意象、媒體與工具、大自然及情境要素等,除了呈現資訊理論及資訊行為之概念,亦提及巨量資料之特性;本文更透過資訊方塊說出四種不同版本之資訊故事,包括:(一)由微觀社會至宏觀社會、由感知上小而大的資訊故事;(二)由具象描繪至抽象比喻、由外顯而內化的資訊故事;(三)由靜而動、由慢而快的資訊故事;(四)由紊亂至有條理、由不確定至美好的資訊故事。文末亦提出可供圖書資訊學教育實務及未來研究參考之建議。 This study employed Hartel’s draw-and-write technique—iSquares—as the visual method to collect data from 56 students in Library and Information Science (LIS). Thematic analysis was used to examine the iSquare images and descriptions. The iSquares collected in this study used a variety of presentations to express the concept of information. Main elements appeared in iSquares included the image of people, media and tools, the nature and other contextual elements. In addition to the concepts in information theories and information behavior theories, participants also included characteristics of big data in their iSquares. Based on the themes appearing in the iSquares, the researcher further illustrated stories of information in four different ways: (1) from micro-social to macro-social/from imperceptibly small to vast, as suggested by Hartel (2014a); (2) from concrete descriptions to abstract metaphors/from external to internal; (3) from static to mobile/from trickling to rapid; (4) from unorganized to organized/uncertain to confident. Suggestions for LIS educators on addressing the concept of information and for future iSquare research were also provided.
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