广州公共图书馆事业的新篇章   总被引：2，自引：0，他引：2  

谭祥金 《江西图书馆学刊》2008,38(2):18-20

从图书馆服务、图书馆立法、社区图书馆、全民阅读活动、公益讲座、专业人员培训、新馆建设等方面阐述了广州地区公共图书馆事业的迅速发展。  相似文献   

公众生活中的图书馆——对天涯社区近11年来关于图书馆的帖子的分析     

钟德强 《图书情报工作》2012,(19):140-145,79

在对天涯社区近11年来以"图书馆"为标题的364篇帖子进行文本分析时分析了应注意的问题。分析发现,公众视图书馆为追求知识的、高雅、宁静、安全的殿堂,同时也是一个难得的社交场所;公众对图书馆关注度不高,除非它与媚俗内容相关联。公众喜欢图书馆和图书馆职业但对图书馆人和图书馆管理感情复杂。图书馆应改善服务和管理尤其是一线服务,以提高社会声誉。  相似文献   

社会化问答知识分享用户感知有用性影响因素研究——以知乎为例     

李进华  张婷婷 《现代情报》2018,38(4):20-28

[目的/意义]社会化问答社区的投票机制有利于信息消费者筛选高质量回答。本文以用户原创回答为研究对象,探讨影响知识分享用户感知有用性的影响因素。[方法/过程]以信息接受模型为基础,基于知乎社区71 495条回答,结合文本分析与负二项回归分析方法,从回答特征、回答质量和回答者特征3个方面探讨知识分享有用性的影响因素。[结果/结论]研究结果表明,回答特征（及时性、图片或引用）、回答质量（答案中心度、情感支持）、回答者特征（社会网络中心度、可信度）均对回答有用性投票具有正向影响。回答的语言多样性对回答有用性投票具有负向影响。本研究通过实证进行客观分析,有利于促进回答者贡献高质量回答并对社会化问答社区进行高质量的信息服务提供可行性建议。  相似文献   

基于知识质量的社会化问答社区用户知识共享的演化博弈分析   总被引：1，自引：0，他引：1  

王鹏民  侯贵生  杨磊 《现代情报》2018,38(4):42

[目的/意义]社会化问答社区作为网络知识交互平台,其持续发展的关键在于促进用户知识共享,提升共享知识质量。[方法/过程]通过社区知识"质"与"量"的细分,将社区用户主动或被动参与社区知识共享获得的知识收益区分为"质"的收益与"量"的收益,并构建社会化问答社区用户知识共享的演化博弈模型,探讨不同博弈假设下问答社区知识共享的均衡状态。[结果/结论]通过仿真显示,社会化问答社区共享知识质量与用户共享行为策略会受到用户共享意愿与能力、用户认可与社区激励、感知共享成本等因素的影响。  相似文献   

微信群会话网络结构及成员角色划分研究     

李纲  李显鑫  巴志超  杜智涛 《现代情报》2018,38(7):3-11

[目的/意义]微信群内部会话交流过程存在着复杂的网络结构,探究微信群内部网络结构特征并划分成员角色对研究微信群中信息传播及成员角色关系具有重要意义。[方法/过程]以虚拟社区理论和会话分析理论为基础,以真实微信群内部的会话数据作为研究对象,通过构造成员活跃度划分微信群成员角色类型,基于成员相互回应行为与共同回应行为设计成员关联强度算法并构建会话交流网络,采用社会网络分析和内容分析方法对其静态结构特征及动态结构演化进行分析。[结果/结论]微信群内部成员角色及地位具有差异性,会话交流过程呈现出明显的中心性态势;微信群会话交流网络符合六度分割理论,具有小世界效应的特征;微信群会话交流网络具有动态演化性且核心成员具有时间依赖性。  相似文献   

基于SOR模型的社会化商务用户行为机理研究     

周涛  陈可鑫 《现代情报》2018,38(3):51-57

社会化媒体技术的快速发展及其与电子商务的融合,产生了社会化商务。但很多社会化商务平台面临用户活跃度低、客户流失严重等问题,这将影响平台的持续运营和发展。基于SOR（刺激-组织-响应）模型,研究了社会化商务用户行为机理。对收集的340份有效问卷采用结构方程模型分析,考察了影响用户使用和分享行为的因素。结果表明,情感支持、信息支持、服务质量显著影响虚拟社区感,进而影响用户的使用和分享行为。因此,社会化商务平台需要关注社区中的在线社会支持和服务质量,从而促进用户使用和分享行为,确保社会化商务的成功实施。  相似文献   

城市休闲体育社群的概念界定、形成机理与治理路径     

陈玉萍  刘嘉毅  郭修金 《武汉体育学院学报》2018,52(10):32-37

采用文献分析和理论分析等方法,对休闲体育社群的概念界定、形成机理与治理路径等进行研究。在对社群与体育社群进行深入分析的基础上,对城市休闲体育社群进行概念界定,研究城市休闲体育社群的分类与关联性;基于个体内在需求、体育活动的群聚天性、环境外力等因素,解析城市休闲体育社群在多元因素协同作用下的形成机理;认为城市休闲体育社群可从社群自治、企业协治、政府管治方面,建立起协同治理的路径体系,以助推休闲城市建设与"健康中国"战略的实现。  相似文献   

Dialogic-kishu kimkelay ta che educational research: participatory action research     

Donatila Ferrada  Miguel Del Pino 《Educational Action Research》2018,26(4):533-549

The focus on the dialogic-kishu kimkelay ta che method is the result of extensive research, debates and reflections contextualized in the territorial, cultural, linguistic and social diversity of central-southern Chile. This research methodology considers the coexistence of the Chilean and indigenous Mapuche worldviews of the inhabitants of this region of the country. With constructions that integrate these two epistemes, it develops a collective praxis in which diverse members belonging to both cultures can access their knowledge and expertise to form a research community. These members are the agents who decide what, why and how to conduct research. To study their own reality with the aim of transforming it, they practice the epistemological principles of situational historical diversity, gnoseological reciprocity, epistemic thought and expansive rationality. Hence, investigative praxes abandon terminology used in classic research to acquire an integrative conception of a reality that intertwines being, nature and the cosmos.  相似文献   

Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups          下载免费PDF全文

Annika Bergviken Rensfeldt  Thomas Hillman  Neil Selwyn 《British Educational Research Journal》2018,44(2):230-250

Social media are now an important aspect of the professional lives of school teachers. This paper explores the growing use of mass ‘teacher groups’ and ‘teacher communities’ on social media platforms such as Facebook. While these online communities are often welcomed as a means of professional learning and support, the paper considers the extent to which Facebook groups also expose teachers to some of the less beneficial aspects of social media, such as various forms of ‘digital labour’, commercialisation of exchanges and predominance of individualised reputation‐driven behaviours. Drawing on a detailed examination of a Swedish teacher Facebook group of over 13,000 members, the paper first addresses aspects of the online community that could be seen as professionally beneficial and/or valuable—particularly in terms of information exchange and social support. Yet while perceived by participants as a relatively beneficial and uncontroversial aspect of their working lives, the research also points to characteristics of the Facebook group that constituted disadvantaging, exploitative and/or disempowering forms of technological engagement. In these terms, the paper highlights tensions between what appears to ‘work’ for individual teachers in the short term and likely longer‐term implications that these practices might have for diminished professionalism and expertise of teachers.  相似文献   

The uses of (digital) literacy     

Julian McDougall  Mark Readman  Philip Wilkinson 《Learning, Media and Technology》2018,43(3):263-279

This article shares research facilitated by a multinational technology provider, converging mobile networked technology (tablets) used across school and home, a technology enhanced community ‘third space’ providing workshops for students aged 6–9 with their parents/carers. The approach taken avoids the instrumental measurement of functional digital literacy competences, but instead seeks to negotiate a more nuanced and complex understanding of the ‘uses of literacy’ [from Hoggart, R. 1957. The Uses of Literacy. London: Pelican] in digital contexts and in a deeply situated, specific local setting. Working with our findings, we later put Amartya Sen’s concept of capability [Sen, A. K. 2005. “Human Rights and Capabilities.” Journal of Human Development 6 (2): 151–166; Sen, A. K. 2008. “Capability and Well-Being.” In The Philosophy of Economics, edited by D. M. Hausman, 3rd ed., 270–293. Cambridge: Cambridge University Press] to work on our data in order to provide a discussion on how the digital literacy community might distinguish digital competences as functionings from the ‘uses’ of such competences for a broader range of capabilities.  相似文献