臺灣博碩士論文加值系統

數位技術在學術領域以不同的速度和方式進行快速的演變，其影響遍及科學、社會科學、人文學科，各種資料庫和數位影像典藏、應用和數位工具，大規模影響人文學者取用資源的類型和使用的方法，這些改變也反映了文化和知識的思考新方式，進而促使數位人文學於2000年成為一研究新領域、人文學科中新興的主角，但數位人文學仍持續演化中，圖書資訊學社群如何有效與數位人文學社群協同合作，努力提供新設施和發展新服務，以因應人文學者變動中的研究行為和利用數位工具和方法之需求，成為圖書資訊學領域及數位圖書館發展之重要議題。
　　歷年來數位人文學之研究議題，主要聚焦於文本分析、領域分析，或是人文學者使用數位資源之相關研究，對於實際參與規劃建置資源之數位人文學者的資訊行為研究，尚付之闕如。因此本研究希望瞭解數位人文學計畫參與者的工作角色及其相關任務，這些工作角色和任務如何驅動數位人文學者尋求資訊，如何選擇及使用資源，哪些資源或服務會向圖書館、檔案館或博物館等資訊機構尋求協助，如何與跨領域專家互動合作，是否有無法取得的資源及如何克服，分析其資源偏好及資源使用特性，作為數位圖書館建置或設計資源服務的參考，並有助於瞭解臺灣數位人文學未來的發展方向。
　　本研究設計首先蒐集數位人文學者資訊行為相關研究文獻、資訊行為領域中以工作角色為核心之理論模式、數位人文學與數位圖書館等相關文獻，分析萃取其概念及面向，綜合歸納出數位人文學者在工作情境中之八大資訊行為面向及其所屬概念，作為實徵研究之基礎。實徵研究之場域選擇中央研究院數位文化中心網站近五年審核通過之數位人文學研究計畫，以計畫主持人或核心成員作為研究訪談對象，計畫成員若涉及使用數位技術和相關資源的場所，包括：圖書館、檔案館、博物館等資訊機構，亦徵詢資訊機構人員的受訪意願，進行訪談及分析，以便全面瞭解數位人文學計畫核心成員與資訊機構之間的互動及合作，作為建置或設計數位人文學研究資源之參考。
　　本研究之方法論是以深度訪談法為主、Sonnenwald資訊視域圖為輔的兩種質性研究取向進行原始資料蒐集，除了將原始資料進行處理、分析、編碼、歸納外，並參考Huvlia之資訊視域分析圖的方法，繪製數位人文學者之資訊視域分析圖，最後依研究結果，提出一套解釋數位人文學者於工作情境中之資訊行為理論框架：一、數位人文學者基於工作情境中的角色和任務，會影響其資訊行為。二、數位人文學者會依其工作角色、任務、資訊需求特性（個人特性、資源偏好）、資訊察覺、可取得資源，而可能呈現不同的資訊視域圖。
　　研究結果可概分以下三方面：第一，數位人文學者參與資源建置的原因主要有四項，包括「單位職務」、「研究興趣」、「受邀參與」、「使命感」，基於職務參與計畫者，涉入計畫程度較低，只具有資源建置者角色；基於研究興趣與受邀參與者，涉入計畫程度較深，並會使用計畫建置的資源，隨時反饋意見，同時身兼資源建置者和使用者兩種角色。參與計畫的影響，主要有五項：「促進數位人文學相關研究」、「擴展個人研究視野」、「教育推廣及加值應用」、「培育人才」、「發展數位人文學工具或平台」，參與計畫的學者普遍認為雖擠壓個人研究時間，但仍正面肯定此類計畫有其助益及重要性。第二，數位人文學者於工作情境中之資訊行為特性，包括八大面向：(一)情境（執行計畫期間、平日研究工作），只有少數人明確區分這兩種情境，大部分都是這兩種情境同時並存及相互影響。計畫屬性豐富多元，計畫成員呈現跨領域研究之多元性，執行計畫期間需透過正式或非正式溝通，必須透過長期對話，或借助跨領域人才的溝通，以增進彼此的理解。(二)工作角色及任務：包含「平日研究工作」的研究者角色，任務是完成研究論文；「數位人文學計畫」參與者有三類工作角色，內容提供者、倡導者、顧問。內容提供者的任務：內容建置、技術研發、永續維運；倡導者的任務：教育或指導、提倡或推廣；顧問的任務：轉譯、解釋、聯繫。其計畫的工作角色及任務則視其申請計畫時的目標或發展方向而有不同偏重。(三)資源需求特性：包括「個人特性」、「資源偏好」，個人特性方面在資源類型選擇上主要在於學科背景的訓練，而參與計畫年資主要的差異在於其社會網絡的人脈累積，可累積平日研究工作同儕以外之不同領域的人脈。個人特性、資源偏好也將影響是否具有察覺資訊來源、取得資源的知識和能力，以及資訊尋求是否成功的重要因素。(四)資訊察覺及資訊行為：資訊察覺主要探討兩個面向分別為「感知環境改變／知識缺乏」、「具備資訊來源的知識」，無法取得資源主要有材料缺漏及授權等徵集問題、難覓專業人才及其流動問題，除了授權及人才流動問題無法解決外，其他問題皆具備資訊來源的知識，最終可取得其所需資源，而當中因資訊察覺所涉及的資訊行為，包括：探索、搜尋、瀏覽、過濾、使用、溝通、反思、評估、監控、分享、交流，並視資訊尋求歷程而有不同的行為，有些行為有時會反覆循環出現，直到決定停止才結束。(五)資訊視域分析圖：本研究依計畫工作角色及任務，進行資訊視域圖之分析歸納，產出五種工作角色資訊視域圖：「內容提供者-內容建置」、「內容提供者-技術研發」、「內容提供者-永續維運」、「顧問-轉譯」、「顧問-解釋」，而其中僅有「內容提供者-永續維運」以數位技術作為資源進入點，其餘四種都以社會網絡為資源進入點，反映出數位人文學研究計畫在執行時，主要使用的資源類型為社會網絡，而且是涉及跨領域的學者專家。
　　依研究結果與文獻分析進行綜合討論，提出結論及建議，除了上述研究結果外，並歸納數位人文學者依不同工作情境、工作角色及任務，而呈現不同的資源使用類型偏好，計畫工作情境中「內容提供者—內容建置」任務主要使用的資源類型為實體館藏及社會網絡；「內容提供者—永續維運」主要使用的資源類型為：社會網絡及數位技術；「內容提供者—技術研發」、「顧問—轉譯」、「顧問—解釋」則是實體館藏、社會網絡、數位資源、數位技術四種資源類型皆會使用。平日研究工作情境，歷史學者主要使用的資源類型為：實體館藏、社會網絡及數位資源；人類學者主要使用的資源類型為：實體館藏及社會網絡，而數位資源及數位技術則視研究議題選用。
　　本研究分別從學科領域發展、營運實務方面提出建議：一、學科領域發展：　(一)圖書資訊學領域方面，資訊行為研究可參酌本研究發展之理論模式及資訊視域分析圖，增進對數位人文學者資訊行為特性的瞭解，並作為設計資源服務之參考。圖資課程應增設數位人文學等相關跨學科領域研究議題或學程，邀請數位人文學專家學者進行演講或舉辦工作坊，激發更多對話與合作研究。研究方法論可參考本研究之整體設計，挑選適合應用於研究歷程不同階段的方法論，以蒐集並產出最豐富多元的研究成果。(二)數位人文學領域發展方面，因屬跨學科領域屬性，社會網絡應用更加普遍多元，可透過跨領域的理論方法來從事與數位人文學社會網絡相關的研究。二、營運實務方面：(一)資訊機構之資源服務，資訊機構持續扮演協同合作的關鍵角色，提供原始典藏或數位檔供計畫使用、協調與分配資源、提供技術或資源標準之諮詢、數位工具等服務。(二)數位人文學計畫營運，計畫經費額度分配需視計畫類型進行微調、數位文化中心應轉為常設性機構、與相關機構結盟或建立聯繫管道進行人才培育及交流。
　　未來研究方向則提出以下三項建議：一、跨機構之數位人文學研究，可參考本研究架構進行其他數位人文學機構之比較研究；二、跨領域之數位人文學研究，可挑選某些數位人文學計畫，深入觀察跨領域成員之間以何種管道進行訊息或知識的交流或分享；三、數位人文學研究平台之比較研究：可探討並比較不同機構所發展的數位人文研究平台之使用者、使用界面、數位工具等議題。

The impact of digital technology has greatly expanded over the years, not just in sciences and engineering but also in social sciences and humanities. Humanities has been traditionally considered less involved in the digital technologies, yet with all kinds of digitalized archive, image collections and tools, new methodologies have also emerged among humanities scholars and their collaborators in computer sciences. These changes also reflected new ways of thinking about culture and knowledge, which in turn led to the emergence of digital humanities in 2000 and it became a new research area. However, with the continued evolution in the digital humanities, Library and Information Science (LIS) community has also actively sought how to effectively collaborate with the digital humanities scholar in order to provide new facilities and services. The study of humanities scholars’ behavior in using digital tools and methods has therefore emerged as an important issue in LIS.
In recent years, the study of how humanists use text analysis, domain analysis and digital resources become a main issue in the field of digital humanities research, yet little attention has been paid to the information behaviors of the digital humanities research projects’ participants. Therefore, this study set out to investigate the work roles and the tasks of the humanities projects’ participants, how these work roles and tasks drive digital humanities scholars to seek information, how they select and use resources, and what role the information agencies such as libraries, archives or museums can play in providing their expertise, as well as how they might interact with cross-disciplinary experts. Of particular interest are how they attempt to overcome the barriers in obtaining the resources needed. To answer these question, it is important to their analyze resource preferences and resource usage characteristics. The study can be taken as a reference for digital library construction or design resource services, and it would shed light on the future development direction of Taiwan''s digital humanities, especially in the interdisciplinary endeavor of creating new resources.
The literature review of this research firstly focused on the information behavior of digital humanities scholars, the information behavior model with work roles and tasks, other related literatures in the domain of digital humanities and digital libraries. Finally the eight information behavior dimensions of the digital humanities scholars in the work context were extracted and organized based on the synthesis of these existing model. These dimensions and related concepts are the basis of this empirical research. The digital humanities projects during the last five years from the Academia Sinica Center for Digital Cultures (ASCDC) website were chosen as the research field. The project director or core members of these projects were selected as the research interviewees. Members of libraries, archives, museums and other information agencies who had supported the research interviewees in the use of digital technology and resources, were also interviewed.
This study mainly adopts two kinds of qualitative approach, including in-depth interviewing and Sonnenwald''s information horizon to collect data. Then, Huvlia’s analytic information horizon map is applied to draw the information horizon map of digital humanities’ scholar. Finally, a theoretical framework for explaining the information behavior of digital humanities’ scholar in the work context is proposed which is based on the research results.
The results of this study can be broadly divided into the following three aspects: 1) to identify the reasons for the digital humanities scholar to participate digital humanities’ projects, including "work requirement", "research interest", "invited participation" and "mission sense". 2) to explore the impacts on their work tasks through participating in the project, including "promoting digital humanities related studies", "expanding individual research insight", "education promotion and value-added applications", "cultivating talents" and "developing digital humanities tools or platforms", participating scholars generally give a positive affirmation toward their projects and consider them as useful and important, although squeeze personal research time. 3) to discover the digital humanities’ scholars’ information behavioral characteristics. It includes the following dimensions: work contexts, work roles and tasks, resource need characteristics, information awareness and information behaviors, and analytic information horizon map. Firstly, the dimension of work contexts covers two scenarios: those involved with taking part in the projects and routine research work. Only a few people have a clear distinction between these two scenarios, both contexts intertwined with each other. The project attributes were rich and diverse, and the project members presented the diversity of cross-disciplinary research. It was found that it was necessary for participating members to enhance mutual understanding through long-term dialogue or with the assistance of cross-disciplinary talents, through formal or informal communication during the execution of the project. Next, the dimension of roles and tasks: the role and the task for routine research are to complete research papers; there are three types of work roles played during the execution of the project, including content providers, advocates and consultants. The task of content provider offered content construction, technology research and development, sustainable maintenance; the task of the advocate provided education or guidance, and promotion; the task of the consultant focused on translation, interpretation and contact. The work roles and tasks of the project are different from the goals or development directions of the application plan. Furthermore, the dimension of resource characteristics: it includes "personal characteristics" and "resource preferences", which are two major factors to see if there is an awareness of the source of information, the knowledge and the ability to acquire resources, and the success of information seeking. After that, the dimension of awareness and information behaviors: Information awareness is focused on "perceived environmental change or lack of knowledge" and "information source with knowledge". Unable to obtain resources is mainly due to material collection gaps and authorization issues. The information behaviors of digital humanities’ scholar included exploration, searching, browsing, filtering, using, communicating, reflecting, evaluating, monitoring and sharing. Lastly, the dimension of analytic information horizon map: this study analyzed and summarized the information horizon map according to the project role and tasks, and produces five kinds of information horizon maps: "content provider - content build", “content provider - technology R&D”, “content provider - sustainable maintenance” ,”consultant – translation”, “consultant – interpretation”, and only "content provider - sustainable maintenance" uses digital technology as resource entry point, the others use social networks instead. The main type of resources used was social networks, where experts in cross-disciplinary fields could be reached.
According to the research results and conclusions, the resource types of the "content provider - content construction" were mainly used for the physical collections and social networks; the resource types of the "content providers - sustainable maintenance" were mainly used for the social networks and digital technology; the resource types of the "content providers - R & D" , "consultant - translation" and "consultant – interpretation” " were used for the physical collections, social networks, digital resources and digital technology. On the routine work context, the main types of resources used by historical scholars are physical collections, social networks, and digital resources; the types of resources used by anthropologists are physical collections and social networks, whether or not digital resources and digital technologies were adopted depends on research topics.
This study proposes suggestions for the development of subject areas and operational practices: 1) the development of subject areas: firstly, in the field of LIS, the theoretical model and information field analysis developed in this research can be used for reference in the field of information behavior research, in order to advance understanding of the information behavior characteristics of digital humanities’ scholars, and to design further resource services. Library and information course should include research topics in cross-disciplinary fields of digital humanities, and invite humanities experts and scholars to give speeches or organize workshops to stimulate more dialogues and collaborative researches. Research methodology can refer to the overall design of this study, and select methodologies which are suitable for use in different stages of the research process, it will help to collect and produce the most diverse research results. Secondly, in the development of digital humanities, social network applications are more common and diverse, and cross-domain theoretical methods can be used to conduct research related to digital humanities social networks due to the attributes of the interdisciplinary field. 2) Operational practices: resource services offered by information agencies continue to play a key role in providing physical collections or digital image files, coordinating and allocating resources, consulting technical or resource standards, and digital tools. In term of the operation of digital humanities projects, the allocation of planning funds must be fine-tuned according to the type of project. The ASCDC should be transformed into a permanent institution, in order to formed alliances with relevant institutions or establish communication channels for talent cultivation and exchange.
Future research directions include: First is the study on digital humanities research. The architecture of the study can be adopted to conduct a comparative study on other digital humanities institutions. Secondly, in the study of digital humanities as ab interdisciplinary research. The channels of information exchanges or sharing between members of the cross-disciplinary team can be observed deeply within some digits humanities projects. Lastly, the comparative study of digital humanities research platforms. Explore and compare the issues between different institutions, users, interfaces and digital tools of digital humanities research platforms which are developed by various institutions.

口試審員會審定書--------------------------------------i
誌謝-------------------------------------------------ii
中文摘要及關鍵詞--------------------------------------iii
英文摘要及關鍵詞--------------------------------------ix
目次-------------------------------------------------xiii
圖目次-----------------------------------------------xv
表目次-----------------------------------------------xvii
第一章 緒論-------------------------------------1
第一節 研究背景與研究動機-----------------------------5
第二節 研究目的與研究問題-----------------------------11
第三節 研究範圍與研究限制-----------------------------14
第四節 名詞解釋--------------------------------------16
第二章 文獻分析----------------------------------23
第一節 數位人文學者之資訊行為相關研究-------------------23
第二節 本研究相關之資訊行為理論------------------------39
第三節 數位人文學與數位圖書館--------------------------64
第三章 研究設計與研究方法--------------------------79
第一節 質性研究取向及研究架構--------------------------80
第二節 資料搜集方法-----------------------------------89
第三節 資料處理與分析策略------------------------------107
第四節 提昇研究品質的策略------------------------------112
第四章 研究結果-----------------------------------115
第一節 數位人文學者參與資源建置之分析-------------------116
第二節 數位人文學者之資訊行為特性分析-------------------123
第三節 資訊機構與數位人文學計畫之協同合作---------------163
第五章 綜合討論-----------------------------------167
第一節 數位人文學者資訊行為特性之討論-------------------167
第二節 數位人文學者資訊行為相關研究之討論---------------177
第三節 資訊行為相關理論之討論--------------------------182
第四節 數位人文學者資訊行為理論框架之討論----------------185
第六章 結論與建議----------------------------------191
第一節 結論------------------------------------------191
第二節 建議------------------------------------------202
第三節 未來之研究建議---------------------------------208

參考書目----------------------------------------------210

附錄
附錄1：計畫主持人或核心成員研究說明函、研究同意函及訪談大綱-219
附錄2：資訊機構人員研究說明函、研究同意函及訪談大綱--------223
附錄3：編碼表-數位人文學者資訊行為面向及概念、資訊來源（資源）類型--227

圖目次
圖2-1：專業人士資訊尋求的通則化模式----------------------46
圖2-2：資訊視域圖例------------------------------------51
圖2-3：考古學家的學術教學工作角色資訊視域圖---------------58
圖2-4：在情境中工作框架---------------------------------59
圖3-1：本研究之理論框架圖-------------------------------86
圖3-2：本研究之研究程序圖-------------------------------88
圖3-3：本研究之研究對象繪製數位人文學計畫之資訊視域圖例----105
圖3-4：本研究之研究對象繪製平日研究工作之資訊視域圖例------107
圖4-1：數位人文學者「內容提供者-內容建置」角色資訊視域圖---157
圖4-2：數位人文學者「內容提供者-技術研發」角色資訊視域圖---158
圖4-3：數位人文學者「內容提供者-永續維運」角色資訊視域圖---159
圖4-4：數位人文學者「顧問-轉譯」角色資訊視域圖------------161
圖4-5：數位人文學者「顧問-解釋」角色資訊視域圖------------162
圖5-1：歷史學者資訊視域圖-------------------------------175
圖5-2：人類學者資訊視域圖-------------------------------176
圖5-3：圖書資訊學者資訊視域圖----------------------------177
圖5-4：數位人文學者於工作情境中之資訊尋求模式修正----------187
圖6-1：數位人文學者於工作情境中之資訊行為模式--------------197
圖6-2：數位人文學者於計畫工作情境中使用的資源類型----------199
圖6-3：數位人文學者於平日研究工作情境中使用的資源類型------200

表目次
表2-1：人文學者資訊行為之面向、概念及特性-----------------26
表2-2：理想中的數位人文資源評鑑項目與內容-----------------35
表2-3：數位人文學者之資訊行為相關面向、概念及特性----------38
表2-4：認知工作分析的面向及問題範例----------------------42
表2-5：認知工作分析的面向及概念化定義--------------------43
表2-6：專業人士之資訊尋求通則模式之面向及概念化定義--------47
表2-7：資訊視域的面向及概念化定義------------------------52
表2-8：資訊工作分析的面向及概念化定義---------------------56
表2-9：本研究相關之資訊行為理論面向及概念對應表------------61
表2-10：數位人文學者資訊行為理論之面向及概念對應表---------63
表2-11：圖書館與數位人文學計畫之間的合作現況調查-----------69
表2-12：數位人文學者之工作角色及任務----------------------78
表3-1：數位人文學者在工作情境中之資訊行為面向及概念---------82
表3-2：中央研究院2013-2017年核可通過之數位人文學計畫清單---92
表3-3：計畫主持人及核心成員基本資料統計分析----------------98
表3-4：數位人文學計畫之合作學科領域統計分析----------------99
表3-5：資訊機構人員基本資料統計分析----------------------101
表3-6：原始資料分析及歸類之示例--------------------------110
表3-7：同一研究對象採不同方法之檢核----------------------113
表3-8：同一情境選擇不同研究對象之檢核--------------------114
表4-4：資訊機構參與人文學相關計畫之角色與任務-------------164
表5-1：實徵研究之數位人文學者資訊行為面向及概念表---------188

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