本研究從資訊服務使用者的角度,研究臺北市國民中學生活科技教師之資訊行為。主要問題在探討生活科技教師因職務相關活動產生之工作項目、資訊需求、尋求資訊方式、接觸資訊資源種類和管道、如何使用資訊資源,期能瞭解生活科技教師資訊行為特性,進而對資訊服務系統提出建議。 本研究以立意取樣的方式,選取十四位臺北市國民中學生活科技教師為研究對象,採用半結構式訪談法及填寫受訪者基本資料調查表蒐集資料,以質性分析的方法,將訪談紀錄全文謄寫,依研究問題為綱要、編碼與詮釋分析資料,探討生活科技教師在職務工作之資訊行為。 研究發現生活科技教師職務相關工作項目繁多,在不同的工作項目下,產生不同的資訊需求。資訊需求產生後,激發資訊尋求行為的動作,運用搜尋取得資訊的十種方式、經由十四種資源的管道,取得七大類型的資訊型態,並運用十四種資訊使用的方式,來處理利用資訊,滿足各工作項目之資訊需求,達成工作目標。
This study aims to study the information seeking behavior of junior high school Living Technology teachers in Taipei. Particular attention is paid to the relationship between work tasks, information needs, information channels, information resources and information use. Fourteen teachers were recruited to participate the semi-structured interview and demographic questionnaire. All interview data was transcribed and analyzed on the basis of grounded approach. Research results show that different information seeking strategies (in terms of behavioral characteristics, information channels, information resources) are employed to accomplish the goal of a work task. These teachers mainly obtain information for supplementing extracurricular materials by ongoing information acquisition, preparatory scanning and information sharing. In addition to information resources from the library, bookstore and Internet, other teachers’ personal knowledge plays an important role in accessing information. They rely on first-hand information as well as continuing courses. Different information use practices were also observed according to the goal of a work task. Implications for design of information services and teacher training were suggested.