(第 29 期)   第十五卷第一期   2020 年 12 月 31 日出刊

從LINE社群分析國小圖書教師關心議題

The Concerned Issues of Teacher Librarians: Analyzing From LINE Dialogues

本文關鍵字:社群媒體圖書教師學校圖書館social mediateacher librarianschool library

本文摘要

社群媒體是當代人創作、意見交流、觀點及經驗分享的重要平臺,也被廣泛應用在生活及學術領域,因此分析社群的對話內容,可以瞭解該社群成員關心的議題。目前臺灣小學的圖書教師並未被要求需具備圖書資訊專業學位,其專業知能以短期培訓課程為主,因此利用LINE成立社群,透過同儕學習,以做中學(learning by doing) 方式解決實務上的問題。社群媒體可說是圖書教師經驗分享與討論專業知能的重要媒介。 本研究收集及分析2014年4月至2018年12月間,全國圖書教師LINE社群對話內容,希望瞭解圖書教師所關心的議題及面對的挑戰。這段期間總計有48,736筆貼文,扣除貼圖與沒有重要詞彙之貼文,共獲得6,773則關鍵詞貼文,再利用Pajek將對話互動進行社會網絡視覺化呈現,同時以程式及人工半自動化方式將對話內容歸納為7大類進行貼文之筆數與主題分析。 研究結果發現:社群內25%成員在群組的年資超過4.5年;發言及回應次數較高者可視為群組活躍者;發言討論的高峰期通常會出現於第一學期。討論主題以閱讀推廣活動最多(49%),其次為資訊與閱讀素養教學(23%)及圖書館經營管理(15%)。本研究為國內首次透過社群媒體分析國小圖書教師之資訊分享內容與行為,研究結果與建議將可作為未來規劃國小圖書教師培訓與資訊素養教育政策之參考。

Social media is a crucial platform for modern people to create, communicate, exchange perspectives, and sharing experiences. It has been applied in various fields. Analyzing the dialogue content of the social community reveals the core issue the group cares about. At the moment the library and information degree were not mandatory for being a teacher librarian in Taiwan. Professional competence is mainly trained via short-term courses. Therefore, the LINE group was created, the teacher librarians from schools all over Taiwan joined in. They asked and helped each other. They can learn by doing, solving actual problems in school. Social media is a pivotal media for teacher librarians to share and discuss professional competences. This study analyzed the teacher librarian LINE group conversation from April 2014 to December 2018, aiming at learning the type of the group and the core issues and challenges that teacher librarians pay close attention to. There were 48,736 entries. After weeding the stickers and irrelevant posts, there were 6,773 posts with keywords. Pajek was applied to visualize the social network among the posters and self-developed programs were used for topic analysis. The content of the posts was grouped into 7 major categories. The results showed that there are one-fourth of the members in the group whose seniority was over 4.5 years. The ones that spoke more often were also the discussion leader in the group. The peak of discussion usually appeared in the first semester. The discussion topic was mainly on the reading promotion activities (49%), information and reading literacy teaching curriculum (23%), and library management (15%). This research is the first to analyze the content and behavior of information sharing of elementary teacher librarians through social media. The research results and recommendations could be used as a reference for future planning of elementary teacher librarian training and information literacy education policies.
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