(第 23 期)   第十二卷第一期   2017 年 12 月 31 日出刊

以質性引文分析來研究教學情境裡文體、任務、與可信度評鑑之關聯之方法論議題

Employing Qualitative Citation Analysis to Investigate the Associations Among Document Genres, Tasks, and Credibility Assessments in the Context of University Teaching

本文關鍵字:引文分析資訊使用工作任務文體理論Citation analysisInformation useWork tasksGenre theory

本文摘要

本文探討一個為研究大學教學情境裡,教師所使用之文體、運用不同的文體所執行之任務與可信度之關聯而發展之研究方法,對此方法之優點與限制進行了深度的討論。此方法包含質性引文分析與半結構式訪談,以從下而上之策略來識別出教師們於教授課程時所使用的文體,搜集其於自然真實的狀況下評鑑不同的文件所採取的標準與執行之教學與資訊使用之研究資料,訪談稿則以質性內容分析與共同出現分析來發掘上述三者之關聯。此研究方法成功地將引文分析轉變為提升使用者參與之研究工具,也確保蒐集到的資料是正確的,逐步與多次的分析則有助於提升研究結果之真確性。未來研究可思考如何運用引文來發掘不同類型之資訊行為與資訊對不同情境裡,使用者所執行之任務之貢獻。

This paper discusses a methodology designed to investigate the associations between credibility assessments and information use tasks with respect to document genres in the context of university teaching. The methodology comprised qualitative citation analysis and semi-structured interviews. It encompassed a bottom-up approach to identifying genres in use and eliciting naturally made credibility assessments and information use. Interviews were fully transcribed for qualitative content analysis and co-occurrence analysis. The methodology successfully transformed citation analysis from bibliographic records to research tools that engaged participants and ensured the accuracy of data. It is important that researchers consider the ways citations can be used to investigate different types of information behaviors and understand the contributions of information to task performance in different contexts.
本文附件:

本期同分類其他文章


本刊著作權屬於「中華民國圖書館學會」所有。
Powered By Vanilla Journal - 香草期刊系統 0.256 / 2006 - 2007 © Weizhong Yang