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基于CSSCI对我国图书馆学、情报学期刊自引情况分析 总被引：7，自引：0，他引：7
文章依据南京大学中国社会科学研究评价中心研制的《中文社会科学引文索引》(CSSCI)数据库(1998),对我国图书馆学、情报学的主要期刊的自引情况进行统计分析和评价。 相似文献
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以《复印报刊资料》(下称资料)研究论文定量分析和2000—2003年图书馆学情报学期刊全文转载排名为基础，通过比较其综合排名与《中文核心期刊要目总览》、《中文社会科学引文索引》、《中国人文社会科学核心期刊要览》的差异和CNKI、《中文科技期刊引文数据库》收录期刊基金论文和被引频次验证排名合理性，结果表明《资料》期刊排名有一定的合理性，基金论文和被引频次是衡量期刊排名的客观指标。 相似文献
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近5年我国图书馆学情报学研究之影响 总被引：26，自引：3，他引：26
本文通过对中国社会科学引文索引 1998— 2 0 0 2年 5年间图书馆学情报学论文的统计分析 ,从发文和被引两个方面对图书馆学情报学领域重要的期刊、机构、论著和作者等进行全面的文献计量分析 ,意义不仅在于客观评价图书馆学情报学研究之影响 ,而且对我国图书馆学情报学发展状况、趋势的把握 ,人才建设和引进等有所助益。 相似文献
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<正> 国际图书馆学情报学文献的书目控制主要集中在两个层次。一是综合性的社会科学检索工具承担了对书籍、学位论文、政策出版物、会议录等的书目控制。如美国的《在版书目》、《在版书目主题索引》及时报道图书馆学情报学领域的新书,《国际学位论文文摘》提供英美等国最新完成的图书馆学情报学博士论文的摘要。《即期目次:社会科学和行为科学》报道三十多种即将发刊的图书馆学情报学期刊目次一栏表。二是专业检索工具重点服务于图书馆学情报学期刊杂志,同时兼及专著、会议录、技术报告、研究报告等其它文献形式。由于期刊文献是图书馆学情报学研究和实践的最重要的文献源,因此,对这一类文献的书目控制是非常重要的。根据Gail R.Purcell等人对美国、英国、原苏联、德国、法国、日本、加拿大、古巴、保加利亚,阿根庭、捷克、匈牙利、荷兰等国的调查,这些国家共有图书馆学情报学文摘和索引60种,其中41种是非英语,13种为美国出版。本文从中选择五种最具有国际性的文摘、索引进行调查、分析、比较,从而探讨国际图书馆学情报学专业文献,特别是期刊文献书目控制的方式和特点。 相似文献
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文章运用文献计量学方法,选取1996-2012年被Scopus数据库收录的图书馆学情报学文献,通过对中外作者发表的文献数量、刊载的期刊、研究机构、被引用次数以及著者间的合作方式的分析对比,探究中国大陆图书馆学情报学研究的国际影响及其国际化特征,并对中国大陆两个专业的两种核心期刊的中外文文献引用作统计分析,以验证中国大陆图书馆学情报学研究的国际化趋势。 相似文献
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国际图书馆学情报学文献的书目控制主要集中在两个层次.一是综合性的社会科学检索工具承担了对书籍、学位论文、政策出版物、会议录等的书目控制.如美国的《在版书目》、《在版书目主题索引》及时报道图书馆学情报学领域的新书,《国际学位论文文摘》提供英美等国最新完成的图书馆学情报学博士论文的摘要.《即期目次:社会科学和行为科学》报道三十多种即将发刊的图书馆学情报学期刊目次一栏表.二是专业检索工具重点服务于图书馆学情报学期刊杂志,同时兼及专著、会议录、技术报告、研究报告等其它文献形式.由于期刊文献是图书馆学情报学研究和实践的最重要的文献源,因此,对这一类文献的书目控制是非常重要的.根据Gail R.Purcell等人对美国、英国、原苏联、德国、法国、日本、加拿大、古巴、保加利亚,阿根庭、捷克、匈牙利、荷兰等国的调查,这些国家共有图书馆学情报学文摘和索引60种,其中41种是非英语,13种为美国出版.该文从中选择五种最具有国际性的文摘、索引进行调查、分析、比较,从而探讨国际图书馆学情报学专业文献,特别是期刊文献书目控制的方式和特点. 相似文献
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1999－2004年国外图书馆学情报学研究领域的分析 总被引：7，自引：2，他引：7
采用词频统计的内容分析法，选取SSCI(社会科学引文索引)数据库中1999－2004年图书馆学情报学四种期刊共 1304篇文献，利用WordSmith Tools软件进行词频统计，并结合SSCI数据库的文献分析功能，从学科专业、研究方法、研究主题三个方面对国外图书馆学情报学的研究领域进行分析，得出国外图书情报学研究已大大拓展，其研究内容趋向务实等结论。 相似文献
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近五年来国外图书馆学情报学研究成果的文献计量分析 总被引：2，自引：0，他引：2
本文对SSCI(《社会科学引文索引》)收录的国外近五年图书情报学的16种期刊共计4055篇文献进行计量分析,着重对此专业高产作者、主要研究成果的地域分布和机构分布、学科分布以及引文情况等进行分析研究,以期在科学量化指标基础上,揭示国外图书情报学的发展状况和研究特点。 相似文献
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Information explosion, development and applications of ICTs, changing dynamics of information users, and evolving trends in library and information services have promoted the discussion of continuing education (CE) in Library and Information Science (LIS) domain. ICTs are increasingly changing the landscape of libraries and challenging the traditional prevailing roles of LIS professionals. LIS professionals find it hard to remain in context in this technological era. They require the new set of skills and knowledge to address the challenges and issues of their professional life.The purpose of this study was to explore the opinions of LIS professionals to make an assessment about CE needs and the role of library schools to address these needs. The study opted sequential mixed methods of research. In first phase, an online survey was conducted to meet the objectives of the study. Data was collected by using a structured questionnaire. A total of 144 responses (70% male and 30% female) were received. In 2nd phase, a focus group was conducted to collect the qualitative data. The meta inferences were drawn on the basis of inferences of both QUAN and QUAL strands. The findings of the study revealed that respondents perceive a very active and instrumental role of LIS schools in their continuing education. Workshops, post-master certificate, and post-graduate diplomas were preferred formats of continuing education programs. The respondents preferred week long and 1–6 months long CE programs. In terms of the timings, weekends programs were most preferred. The respondents recommended that course instructor should be based on the contents of the course and a blend of teaching faculty and practitioners may be productive. The study also identified core areas of CE offerings.The findings of the study are helpful for LIS schools, professionals, trainers, funding bodies and policy makers. The study has the potential to bridge the gap by providing insight about the CE needs and recommend the concrete suggestions to act upon. 相似文献
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Design-based research for LIS 总被引：2，自引：0，他引：2
Design-based research is a methodology emerging from the field of education that may hold potential for research in library and information science (LIS). Based upon the assumption that learning is situated in a real-world context, design-based research combines research, design, and practice into one process. It results in usable products that are supported by a theoretical framework. While definitional and methodological issues do exist, the method holds some promise for research into “user-centered” information systems and services. In the field of LIS, design-based research might contribute to our understanding of how people find, choose, understand, and use information in context. The method is also of interest to professionals concerned with “evidence-based practice.” This article will first explain and describe the method as it has been used in the allied field of education. Issues related to definition and methodology will be explored, as well as some of the solutions that have been proposed. The method will then be related to LIS, using the bonded design work of Large, Nesset, Beheshti, and Bowler [Large, A., Nesset, V., Beheshti, J., & Bowler, L. (2006a). Bonded design: a methodology for designing with children. In S. Kurniawan & P. Saphiris (Eds.), Advances in Universal Web Design and Evaluation: Research, Trends and Opportunities. London: Idea Group., Large, A., Nesset, V., Beheshti, J., & Bowler, L. (2006b). “Bonded design”: a novel approach to intergenerational information technology design. Library and Information Science Research, 28, 64–82] as a case study to demonstrate the applicability of design-based research to LIS inquiry. 相似文献
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论文首先就当前图书情报专业中是否应增设web2.0的相关课程进行了探讨,继而结合美国图书情报教育的现状调查以及欧洲、澳洲等国家的一些实践案例,对Web2.0融入图书情报教育给出了若干建议. 相似文献
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Robert P. Holley 《图书馆管理杂志》2013,53(5):638-646
ABSTRACTLIS schools should carefully consider how they will provide their students with opportunities to learn management skills. Required or elective management courses provide the greatest focus; but many other courses, especially type of library and practical experience courses, include a significant management component. Schools may also outsource management training to another unit such as the Business School. Other non-curricular possibilities include: offering or encouraging attending lectures, conferences, and workshops; supporting student organizations; suggesting membership in professional organizations; and publicizing internships. Prior life experience also makes a difference in student aptitude for management but is not under control of the school. 相似文献
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OA作为新世纪兴起的学术期刊交流和出版模式,日益得到学术界、出版界和图书情报界的重视.DOAJ是目前全球最有影响力的开放存取期刊目录,收录全球LIS期刊146种,这些期刊具有分布范围广、出版语种多、收录时间长、内容质量高等特点,我国台湾地区有6种期刊被收录,大陆地区64种期刊没有1种参加DOAJ.随着OA理念的深入与发展,国内LIS期刊认同OA出版的会逐渐增多. 相似文献
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Concepción S. Wilson Mary Anne Kennan Patricia Willard Sebastian K. Boell 《Library & information science research》2010
Extensive data document the distribution of library and information science (LIS) educators in Australia from 1959 to 2008: from a slow beginning in the 1960s, to rapid growth in the 1970s, relative stability in the 1980s, and a persistent decline from the 1990s. Other characteristics of Australian LIS educators over the 50-year period are presented, including: previous positions held before entering academia, what and where academic qualifications were obtained, academic positions/ranks by gender, mobility within Australian higher education institutions, and years spent as Australian LIS educators. Although there has been a steady decline in the number of Australian LIS educators since the 1990s, the level of academic qualifications and percentage with doctorates have risen, thus conforming to a major requirement of academia; however, the relative decline in junior academic positions is a worrying trend. The analysis of changed characteristics over time helps define who Australian LIS academics are, and additionally provides data that contributes to LIS academic workforce planning. 相似文献