Microsoft PowerPoint - Joyce web 2.0.ppt

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1 Web 2.0 時代的圖書館自動化系統陳昭珍國立台灣師範大學圖書資訊學研究所教授兼圖書館館長 January 8, 2010

2 Mark Brown, The future of libraries: content is the king,

3 Library Integrated System 編目參考服務暨文獻傳遞流通書目館藏資料庫採訪線上公用目錄期刊處理大型圖書館自動化系統各模組關係圖 3

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5 PRIMO Library the More Integrated System 其他數位化資源或資料庫資源隨選視訊聯合目錄 Metadata 其他圖書館系統及數位典藏系統 Aleph 圖書館系統資料 /Bibliotheca RFID 數位典藏資料 (Digitool) 5 Source: 王敏政, Ex Libris 暨相關產品介紹, PPT

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7 World 2.0 User generated content Power of the masses New ways to gather and classify information Open standards that are easier to use Social Networking 7

8 Web 2.0 might feel overwhelming Angermeier, Markus. Web 2.0 Mindmap. 8

9 Web 2.0 and NTNU Library Blogs Wikis RSS Tagging/Social Bookmarking Social Networking Sites Myspace, Facebook, Twitter Multimedia Sharing Youtube Flickr Podcasting Data mash-ups Virtual Worlds - Second Life Gaming 9

10 在現實中

11 除了圖書館自動化系統以外的 Library1.0 大學圖書館與各學系之間館藏發展圖書期刊電子資源學科資源網頁及檢索大學圖書館與使用者學科館員服務跨校區借書與送書跨校借書及文獻傳遞研究小間登記圖書館的 KM 圖書館的 performance evaluation 11

12 在現實中的 Library 2.0 不吸引人的 RSS 沒有焦點的 Tagging 還是只有單向的 Blog Facebook & Twitter 12

13 研究社群在改變 The research community is using social networking technologies to exchange and share research-base information. The role of libraries in these developments is at present ill-defined 13

14 但是, 台灣的研究社群 Chao-chen Chen, Pei-ying Yeh, A Study on the Feasibility of Library Creating Knowledge Sharing Network for Humanities Researchers PNC 2009

15 納西研究資料 Web 2.0 Virtual Research Community 15

16 Humanities researchers perceptions of Web 2.0 Most humanities scholars and students do not understand the definition of Web 2.0 Teachers: only three had heard of Web 2.0 (T02, T06, T10), and none were familiar with its definition Students: five had heard of Web2.0 (S01, S02, S03, S06, S07), but only had a vague concept Unaware that Wikipedia, YouTube, and Flickr are Web2.0 applications 16

17 Humanities researchers perceptions of Web2.0 (Cont.) Humanities scholars and students are uncertain about the expertise of the contents of social networking sites and usually do not quote from these sources in academic papers Teachers: the editing mechanism of web 2.0 is overly open and not of academic value, and thus do not quote information from these sites in their academic papers Students: follow their teachers 17

18 The interviewees experience of using social networking BBS and Wikipedia are the most used social networking tools for the interviewees Teachers: Google search, Wikipedia Clarify academic concepts and create teaching materials Students: BBS Provide diverse information that satisfy all the needs of students 18

19 The interviewees experience of using social networking (Cont.) Type of social networking sites they use most Teachers: knowledge-sharing sites Usually only use communities for academic research purposes No enough free time to browse other communities Students: diverse social networking sites Academic, travel, gourmet, shopping, pets, and photography 19

20 The interviewees experience of using social networking (Cont.) Teachers learn about communities through search engines, while students learn about them from peer recommendations Teachers: learn from Google searches Do not actively explore the latest Internet services, even when students recommend sites to them Students: learn from discussion forums, BBS, blog recommendations, and peer recommendations 20

21 The interviewees experience of using social networking (Cont.) They usually do not actively participate in community discussions Teachers: Unwilling to interact with other community members Not used to conducting discussions in an open-ended environment Browsing for information Students: passive and careful when interacting in communities Existing information in the communities is enough to answer the questions of other users Cautious in making new friends online Friends online are friends in real life 21

22 The interviewees experience of using social networking (Cont.) Ideological problem about political issues and discussions conducted in foreign languages are problematic to humanities scholars and students 22

23 An investigation of professional social networking functions The interviewees generally support the establishment of professional communities Teachers: Provide professional information, and experience and knowledge sharing A voting system to decide community experts is not appropriate (academic achievement is important) Students: They will occasionally participate the discussion Voting + academic achievement 23

24 An investigation of professional social networking functions (Cont.) The interviewed humanities scholars and students have never used RSS or community calendars, but are willing to try them 24

25 An investigation of professional social networking functions (Cont.) The interviewed teachers do not support the inclusion of instant messaging functions in professional communities while the students support these functions Teachers Do not have time to engage in conversation Mostly communicate with their peers through face-toface meetings and Students Instant messaging and Skype 25

26 An investigation of professional social networking functions (Cont.) The interviewees suggested that professional communities should have a moderator that has professional knowledge The Naxi research community should be equipped with Naxi library resources and collaborative editing functions like Wikis Collaborative editing functions allow users to understand different issues through different perspectives Editors and moderators must have professional knowledge 26

27 世界在改變, 但圖書館所服務的世代

28 圖書館所服務的六個世代 Generation GI Silent Boom GenX (13 Gen) Millennial (echo bommers) igen Birth years Age on December 31, From Library.thingquest.org,

29 Generation Qualities Tech in life Years from WWW(1991) GI High achievers, patriotic, idealistic Refrigerators, toasters, radios (large furniture) -78 Silent Cautious, unadventurous, silent Transistor radio, television begins, electric typewriter -58 Boom High self-esteem, self indulgence, individualism Television replaces radio, polio vaccine, Toys: Barbi, hula hoop, Dr Seuss -40 GenX Me-generation, latchkey, born into troubled world MTV, computers, CDs Toys: Game Boy, Rubik s Cube, Transformers -20 Millennial Hopeful, precious, murtured, want to change the world Cloning, Space shuttles, cell phones Toys: Play station, Game Boy They were there! igen Connectivity, convergence of media +9 years From Library.thingquest.org,

30 圖書館員在 Web 2.0 是不是參與者是否能以館員的角色與創作者對話是否能以館員的角色與讀者對話是否能以館員的角色與研究者對話 30

31 Information + Conversation = Collaboration + Innovation Librarian + participation = Library 2.0

32 敬請批評指教

豐佳燕.PDF

豐佳燕.PDF Application of Information Literacy to chiayen@estmtc.tp.edu.tw information literacy Theme-oriented teaching. Abstract Based on the definition of Information Literacy and Six core concepts of the problem