BLOG是包含文字、圖片與影音的網路媒介，具操作上的許多優勢，近年來逐漸在網路上形成龐大的社群。本研究旨在瞭解BABYHOME親子網使用者使用網站的資訊尋求與知識分享意願及行為。首先運用因素分析找出使用者使用動機等各因素構面；其次再根據使用者不同的人口因素與使用經驗分析其與使用動機與行為等各因素構面的顯著性差異。 　　本研究採用問卷調查進行資料收集，以BABYHOME親子網使用者為研究對象進行抽樣，有效問卷數為292份。資料分析的方法包括：描述性統計、因素分析、T檢定、單因子變異數分析（若達顯著性則進行SCHEFFE事後比較）、皮爾森積差相關分析，研究結果獲得以下結論： 一、經過因素分析之後，本研究將BABYHOME親子網使用動機分為五個構面，分別為人己互動、資訊使用、工具介面、追隨潮流與娛樂放鬆等五項。其中資訊使用為最主要的使用動機。 二、BABYHOME親子網使用者資訊尋求意願部分，透過因素分析萃取出兩個因素，分別為資訊特質、資訊成本。其中資訊特質為最主要的因素。 三、BABYHOME親子網使用者知識分享意願部分，透過因素分析萃取出五個因素，分別命名為互利主義、發展關係、自我效能、聲譽及利他主義。其中互利主義為最主要的因素。 四、BABYHOME親子網使用者使用動機、資訊尋求意願行為、知識分享意願行為因其個人因素與使用經驗的不同而有顯著差異。 五、BABYHOME親子社群網站使用者資訊尋求意願愈高，資訊尋求行為愈顯著；資訊尋求意願與知識分享意願愈高，知識分享行為愈顯著。 關鍵字：BLOG；網路社群；資訊尋求；知識分享

網路盛行與科技創新帶動一條嶄新的教育改革管道，提供多感官、多面向的學習情境，運用網路作為媒介、擷取學習資訊的數位學習模式應運而生。數位學習充分利用現代資訊科技、打造全新溝通機制與豐富資源的學習環境；不僅改變傳統教學中教師的功用和師生間關係，也帶來資訊尋求行為的變遷。而圖書館充分瞭解使用者的資訊需求與資訊尋求行為，將有助於建置更完善的服務體系，落實以使用者為導向的服務理念。而成功的數位學習需要學習環境與資訊資源相結合，圖書館作為學習支援的重要環節，必須重新檢視其角色扮演與定位。 本研究旨在辨識分析數位學習者的資訊需求與資訊尋求行為，探討其對於圖書館的認知與需求；進一步分析數位學習者的學習經驗與特質，作為數位學習資源整合與圖書館規劃資訊服務之參考依據，進一步擘化校方、老師與圖書館之合作途徑。在研究方法上首先採「文獻分析法」進行研究主題相關國內外文獻之蒐集與分析，而後運用質化的「深度訪談法」與量化之「問卷調查法」，以參與政治大學遠距學習課程之學生為研究對象進行研究，瞭解其資訊尋求行為並針對圖書館對於數位學習所能提供的資訊服務進行深入探討與分析。 □ 研究結果發現數位學習者對數位學習模式持正面態度，但面對龐雜之數位資源而擔憂個人資訊素養能力之不足，總結學習者展現下述特質：(1)為高度網路使用族群，資訊科技接受度高，並對電腦與網路能力具備高度信心；(2)善於分配時間，建構自我導向的學習歷程； (3) 樂於分享學習成果、主動參與學習社群；(4)具高度學習理解力、批判性思維能力；(5)善用各式資源。 數位學習帶來資訊尋求行為的變遷，學習者高度仰賴數位化資源，並習慣從網路出發，查找資訊；線上使用圖書館網站的頻率顯著增加，並遠高於實際到館的頻率。在資訊需求與資訊尋求管道上：(1) 數位學習者產生資訊需求之主因是課業活動、互動討論；(2)數位學習者仰賴的學習資源依序為搜尋引擎與網路資源、課程網頁、學習社群資源分享、圖書館；(3)搜尋引擎與分類目錄是數位學習者為建立對一主題背景資料時優先選擇的管道；(4)面對學術上的問題，學習者最常使用與信任的管道為圖書館；(5)課程網頁彙整豐沛的學習資源，是學生尋求資訊的起點；(6)透過互動討論與議題探討，暢通資訊尋求與知識分享的管道。 大學圖書館資源的豐富性、權威性與精確性對於學習者仍至為重要，學習者期望圖書館能提供更多的學習支援：(1)整合數位學習資源，包括數位教材、數位教師指定參考書與網路課程作連結；(2)提供全文資料庫與電子書、數位化多媒體視聽資料；(3)與老師合作發展數位學習課程或製作與課程主題資源導引；(4)提供數位參考服務；(5)協助數位學習者管理個人相關的資訊，存取個人學習歷程以及學習資源；(6)設計不同層次資訊素養教育課程；(7)建置校園學術資源典藏庫與數位圖書館；(8)參與互動討論以協助學習社群的建立與經營。 □ 本研究建議：(1)大學圖書館應重視支援教學服務之必要性，參與數位學習策略之規劃，與相關教學單位建立合作關係；(2) 大學圖書館員需主動出擊，提升對數位學習的認知，培養學科館員，打造專業團隊，與教師合作教學，協助整合教學資源並參與學習社群之推動，設計資訊素養融入專業學科之課程；(3)大學圖書館應持續研究數位學習者資訊尋求行為模式與資訊素養能力，以提升資訊服務品質，暢通行銷管道，；(4)大學校院應積極發展數位學習強化學習品質，提供學習者及教學者數位學習服務，並實施教學與服務評鑑，作為改進數位學習系統之參考，並協助教師建設數位教材資源庫；(5) 大學校院應整合校園資訊服務入口與課程管理系統，進一步提供個人化的服務機制；(6)數位學習教學者應提升資訊素養能力，擬定完善的學習活動設計與教學運用策略，強化課程網頁學習資源的建置與維護，落實學習社群的互動與經營。 / The internet and technological innovation brought a brand-new educational reform, resulting a multi-dimensional learning atmosphere. E-learning apply modern information technology, and builds a learning environment of abundant internet resources. Not only did e-learning change traditional teaching methods and teacher-student relationships, but also brought changes to the information seeking behavior of e-learners. Only when libraries thoroughly understand the users’ information needs and behavior, can they provide a better information services, therefore fulfilling the ideal of user-oriented services. Successful e-learning requires the synergy of the learning environment and information resources. Being the vital link to learning support, library must reexamine its position and role played. The purpose of this study is to analyze the e-learners’ information needs and information seeking behavior, and further analyzing the e-learner’s learning experience and characteristics, providing guidelines for the integrated resources and the library’s information service planning, further promoting collaboration among the university, teachers and the library.Using the in-depth interview and the survey questionnaire for the students participating in distance learning courses at National Chengchi University. The study found e-learners had demonstrated the following characteristics: (1) e-learners are frequent internet user community, with high level of acceptance over information technology and possess great self-confidence concerning their computer and internet skills; (2) apt in time management and build their own self-oriented learning progress; (3) tend to gladly share with others and participate actively in the learning community; (4) possess high level of learning comprehensiveness and abilities for critical thought; (5) make good use of all kinds of resources. E-learning has brought changes to the information seeking behaviors, in which learners rely greatly on digitalized resources, and depend on the internet to start off for information search. The frequency of online usage of library websites has increased remarkably, and it has surpassed the frequency of physical library visits. In regard to the channel of information needs and information seeking: (1) the main reason why e-learners come up with information needs is due to learning activities and course discussions; (2) the learning resources which e-learners most rely on are search engines and internet resources, course website, learning community resource sharing, and the library; (3) search engines and subject directory are the first channels e-learners use to establish background information on a given topic; (4) when encountering academic problems, the library becomes e-learners’ most often used and trusted channel; (5) the course website is organized with abundant learning resources, becoming the starting point for students’ information seeking; (6) course interaction and topic discussion facilitate the information retrieving and knowledge sharing. The abundance of resources, authoritativeness and precision in academic libraries are still very important to the e-learners, who expects the library to provide the following learning supports: (1) Integrating e-learning resources, including digital course materials, instructors’ reserves and links to online courses; (2) providing with the full text of database and e-books, and digitalized multimedia audio information; (3) working with teachers to develop an e-learning course or produce informational guidance to the courses; (4) providing digital reference services; (5) assisting e-learners in managing related information of their own, saving their portfolio and learning resources into the system; (6) designing information literacy courses for different levels; (7) establishing a institutional repository and digital library; (8) participating in interactive discussions to assist in the establishment and operation of a learning community. The suggestions include: (1) academic libraries should stress on the importance of teaching service, participate in the planning of e-learning strategies, establish team work with related education units; (2) academic librarians need to reach ahead and increase e-learning knowledge, train department members, forge a professional team, work with teachers on teaching, help integrate teaching resources and participate in the facilitation of the learning community, design courses for information literacy to fit into professional subjects; (3) academic libraries should constantly research on the e-learners’ information seeking behavior model and information literacy ability to elevate the quality of information service, and effectuate the marketing channel; (4) University should actively develop e-learning to strengthen the learning quality, provide learners and educators with e-learning services, and implement teaching and service evaluation as to improve references for the e-learning system, and help teachers set up a learning objects database; (5) University should combine campus information service access and course management system, further provide personalized service mechanisms; (6) e-learning educators ought to promote the information literacy ability, formulate learning and teaching strategies, strengthen the establishment and preservation of the course websites’ learning resources, facilitate the interaction of the learning community.

數位學習近年來快速成長，網路主題探究式學習已經成為人們關注的新學習模式之一，WebQuest是一種非常成熟的網路學習模式，學習者使用的資訊來源多數來自網際網路，由教學者規劃與指引學習過程給學習者，讓學習者可以循序漸進地進行主題探究式學習。眾多研究結果發現，WebQuest學習模式的確有助於提升學習者的高層次思考、合作學習、問題解決能力，因此，WebQuest成為許多教學者與學生喜歡使用的網路學習模式之一。 WebQuest由教學者篩選網路資源給學生，故學生不需自行搜尋資源，考量到資訊社會的來臨，在資訊過載的時代，想要從網際網路上的巨量資訊中，有條理地處理複雜資訊，培養學生的資訊尋求策略在所難免。資訊教育已成為全球發展重要議題，也是我國九年一貫新課程的七大議題之一，而資訊尋求策略與九年一貫資訊教育目標的關係密切，Big6也被認為是培養資訊素養的最佳途徑。 因此，本研究將Big6技能融入WebQuest學習模式之概念，讓學生透過主題探究所提供的鷹架引導學習的同時，也可以訓練學生對資訊的搜尋、處理、分析、展示與應用的能力，希望接近與九年一貫所設定的資訊教育之核心能力目標，並且實作一雛型來驗證此概念。本研究結果顯示Big6技能適合融入WebQuest網路學習模式，而WebQuest & Big6之概念可於Moodle教學平台實現，希望未來提供教學者及學習者使用。 / In recent years, e-learning has developed rapidly and inquiry-based learning network such as WebQuest has become one of the most prominent and latest modes of learning and absorbing knowledge. WebQuest is a sophisticated e-learning tool in which most of the information provided to the learners comes from the web. However, the webs provided are tailor-made and carefully selected by the educators so the learners can engage in the inquiry-oriented lesson step by step and without deviating from the right course. Furthermore, many scholars has discovered that this particular pattern of learning has proven efficient for internet learners to enhance their skills in higher-order thinking, cooperative thinking as well as problem solving. Given these advantages, it is indisputable that why WebQuests is well received by both educators and learners. In view of we are living in an information society where information overloads, it is hence immensely difficult for internet users to select and process viable internet resources. In dealing with this problem, in WebQuest, it is the educators who are responsible to sieve out useful internet resources for the learners instead of leaving them alone and helpless with abundant information. With IT education has become one of the important issues of global development, it is extremely essential to cultivate internet users with such selective skill. Taiwan, in particular, has even listed IT education as one of the Seven Issues within the Grade 1-9 Curriculum. As the Grade 1-9 Curriculum and information seeking strategies are intimately related to each other, the information problem-solving process model of Big6 is thus deemed as the optimal way of cultivating one’s information literacy. Apart from guiding the internet learners with the scaffold of the inquiry-oriented learning WebQuest, my research, moreover, intends to integrate both the Big6 process model and WebQuest together in order to enhance learners’ ability in internet resources searching, processing, analyzing, displaying and application, as so to achieve the goal of the Grade 1-9 Curriculum in promoting IT education. In addition, I will develop a prototype to validate my conception of the combination between Big6 and WebQuest. The result of my research, besides indicating that Big6 can be integrated with WebQuest, has also proven that the combination’s viability on the Moodle’s platform, which I anticipate, will be facilitating both the educators and the learners in the coming future.

地理科教學所重視的空間概念與各類地理現象的演變，需以多元、生動、具體的呈現方式來進行教學，而數位資源所具有的各類圖片以及多媒體影音，正可以滿足地理教學的需求，且能增進教學成效與提升學生的學習動機，因此數位資源的運用當為地理教師的重要課題。 本研究旨在探究國中地理教師對於數位資源的資訊需求與資訊尋求行為，以及各類數位資源融入教學的運用現況與困難，並探討目前學校及圖書館網站能夠提供何種數位資源以支援地理教師進行數位資源融入教學。 本研究採用問卷調查法，以99學年度之桃園縣公立國中地理教師為研究對象，發出220份問卷，實際回收問卷209份，有效問卷為206份，有效回收率為93.6％。問卷回收後則以描述性統計、獨立樣本T檢定，與單因子變異數等加以分析。 研究發現地理教師資訊需求主要著重於補充課外相關資訊，其次則為充實個人知識。而在數位資源尋求行為方面，地理教師最常利用網路搜尋引擎進行數位資源搜尋，並以教學資源網站、學校與圖書館網站為輔。另外，資訊尋求行為則與年齡、任教年資、擔任職務、數位資源運用情形、教學風格等個人背景因素有顯著差異。 在教師運用數位資源融入教學的現況方面：地理教師認為氣候、地形與區域地理均適於以數位資源融入教學，而講述教學則是最常採用的教學策略。另外，多媒體影音檔與圖片檔為地理教師需求最高的檔案類型。在各類數位資源的運用方面，教育資源網站因缺乏多媒體影音資源而導致使用率偏低；數位典藏網站內容則因過於學術性，且部分圖文無法複製與利用，使用率亦不高。而網路影音分享平台的使用率雖然最高，但教師認為仍有需加強連線品質的問題；Wiki技術的運用度也相當高，但嫌互動性不足。 多媒體影音檔與圖片檔是地理教師最需要學校與圖書館網站提供的數位資源。而在學校與圖書館支援數位資源融入教學方面：目前所提供的數位資源是教學網站相關連結與網頁建置空間，檔案方面則是以教案文件檔為主，其次則為圖片檔與多媒體影音檔，但並不豐富，且主要為教學行政之用。 最後建議：一、教育主管機關宜加強教師資訊素養，推廣各類數位資源網站的使用。二、學校與圖書館網站：鼓勵教師利用校內網路空間進行教學之呈現，與對學生、家長、其他同仁之間的交流，並提供各方面之行政支援。三、國中地理教師須提升自身之資訊素養，熟悉數位資源之功能與特性，並將教學典範轉移成以學習者為中心，以因應資訊時代之潮流。

本研究目的在於了解國際高中交換生在日常生活中的資訊需求、獲取資訊的管道來源，希望能在日常生活資訊需求的研究議題上，協助蒐集與瞭解國際高中交換生的日常生活資訊問題。 本研究採取問卷調查蒐集16-18歲國際高中交換生的日常資訊需求項目及尋求頻率；以半結構性訪談的方式深入了解國際高中交換生在臺灣的日常生活資訊需求資訊，自2016年11月至2017年4月止，訪談12位就讀台南市高中、職國際高中交換生。 依據本研究結果發現，國際高中交換生的資訊需求及尋求管道有以下特徵： 一、 語言溝通造成國際高中交換生日常生活適應問題 二、 國際高中交換生的資訊取得管道以網路及人際資源為主 三、 國際高中交換生的日常資訊需求內容偏重娛樂及交通資訊 四、 高中圖書館館藏及規畫未提供國際高中交換生之日常生活需求 本研究並對學校及圖書館提出實務管理規劃建議 一. 跨校合作規劃課程 二. 提供華語語言幫助 三. 在圖書館網站上建立日常生活資訊專區 四. 舉辦國際高中交換生跨校閱讀活動 五. 辦理第二外語語言角落

本研究旨在探討澎湖縣國小教師教學資訊需求與資訊尋求行為，透過問卷對全澎湖縣40所國小之教師進行普查，以瞭解澎湖縣國小教師之教學資訊需求及資訊尋求行為概況，接著對10位同意接受訪談，且年資在5年以上之國小教師進行深度訪談，透過問卷調查及訪談分析，本研究發現如下： 在教學資訊需求方面，澎湖縣國小教師教學資訊之需求以能『補充教材內容，擴展學生見聞，引發學生學習興趣，提升學習專注力』之教學資訊為主；社會、國語及自然三科較需要額外補充教學資訊；這些額外的教學資訊多運用在課堂之發展活動；數位影音類型教學資訊受大多數教師喜愛，特別是YouTube上的影片。 在資訊尋求行為方面，澎湖縣國小教師教學資訊尋求管道以網路搜尋為主(Google最多)，選擇管道考量方便且能快速取得資訊，選用資訊時則會考量資訊的正確性、方便性、與教學內容相關性、易懂性。找尋教學資訊之干擾因素較多教師表示為：行政工作太多、交通不便、澎湖書店太少、研習很少符合需要、教學設備不夠完善。尋求資訊時的困難主要為『資料量過多，難以篩選』，而解決方式以『請教同儕教師』為主。 研究結果提出對教育主管單位之建議為：(一)減少行政工作與無益於提升學生基本能力之活動，或增加學校員額編制減少上課時數，讓教師有更多心思專注於教學上；(二)提高設備維護經費，使教學設備更完善；(三)加強與穩定網路品質；(四)精緻化研習活動，使研習活動符合需求；(五)整合教育資源，訓練教師運用；至於對圖書館之建議為：(一)希望延長開放時間；(二)希望增加館藏及數位化資源；(三)專業圖書館人員進駐小學協助管理學校圖書館；(四)加強圖書館推廣服務。 / This study was to analyze the teaching information needs and information seeking behaviors of elementary school teachers in Penghu County. The questionnaires mailed to 40 elementary school teachers. . This study also had in-depth interviews conducted with school teachers who have more than five years teaching experience to realize their opinions of information needs and behaviors. The results are summarized two parts. On teaching information needs, the information needs of elementary school teachers in Penghu County were to “supply teaching materials, broaden students’ horizons, arouse students' curiosity interests in learning, and improve learning concentrated attentionion”. Especially in Social Studies, Mandarin and Natural Sscience need more additional supplements of teaching information. This additional teaching information usually used in the development of classroom activities. Most teachers were used to rely on digital audio and video types of teaching information, especially videos on YouTube. On information seeking behaviors, the teachers were mostly using search engines on internet as their teaching information seeking channels (Google is the most popular one). The main considerations of seeking route selecting were convenient and easy to get information. On information selecting, the teachers would consider the information validity, convenience, teaching contents relevance, and understandability. The interference factors to seek teaching information were too much administrative works, traffic inconvenience, lack of bookstores in Penghu, teachers’ learning courses rarely met their real needs, and teaching equipment not good enough. The main difficulties when seeking information were "too much amount of data, and difficult to select". Most teachers’ solution was "to ask their colleagues for advice ". Five suggestions for educational administration: 1. Reduce administrative works and profitless activities or recruit more school staffs to reduce teachers’ workload, so that teachers could have more energy to focus on teaching. 2. Increase the maintenance budget to keep teaching equipment always in a good condition. 3. Strengthen and stabilize Internet network quality. 4. Refine teachers’ learning courses to meet the real needs of teachers. 5. Integrate educational resources and train teachers how to use. Four suggestions for the library: 1. Extend the opening hours. 2. Increase the amount of library collections and digital resources. 3. Recruit professional library personnel into primary schools to assist. 4. Strengthen the promotion of library services.

本研究試圖從Dervin提出的意義建構理論(sense-making theory)出發，瞭解報業組織企畫人員在面對不確定狀態下如何選擇資訊，彌補知識差距以完成其策略。 研究人員訪談四名企畫人員以瞭解其資訊尋求行為，結果發現影響報業組織企畫資訊尋求行為的外在情境因素包括：社會經濟、政府政策、文化創意產業、媒體多角化經營、公司資源與制度、以及合作廠商資源。報業組織企畫人員資訊尋求的過程包括：定義問題、選擇詢問對象、執行查詢、評估資訊、確認資訊等因素。此外，個人的知識經驗、社會智能、技術能力都是影響報業媒體企畫人員資訊尋求。 「新聞倫理」則是影響報業組織企畫人員蒐集資訊的特殊因素。 / The present research focuses on how professionals planners seeking information in media planning process.The sence-making theory were employed to observer the case. Four planner were interviewed in the study obtained the situation context conclusions:social economy、government policy、culture creativity industry、media multi-administration、corporate institute & resource and collaboration corporate resource. The information seeking process include: define meaning of question、choose inquire object、do inquire、assessment of information、certification unformation.Also，individual experience of knowledge、social intellectuality、skill ability could affect information seeking of press organization planner. 「News ethics」were specific fact affecting information seeking of press organization planner.

近年來，我國出生率逐年遞減，少子化的現象普遍存在，家長及社會對於幼兒的教育十分重視，幼教老師在教學實施上備受壓力；而網路與科技媒體的蓬勃發展，更促使幼教老師必須重新思考教學的方式。教師如要運用教學媒體教授幼兒知識，須具備一定的資訊素養，懂得從各種管道尋獲教學資源。 / 本研究針對台北市公立幼稚園教師進行研究，期瞭解幼兒教師的資訊尋求行為概況；探討教師如何利用圖書館和網路資源準備教學；分析教師如何運用資訊資源進行專業成長；並瞭解幼教老師利用Blog的經驗。透過問卷調查和深度訪談來瞭解幼教老師利用資訊資源於教學上之概況。 / 研究發現，台北市公立幼稚園教師仍以女性教師為主，大部分教育程度在大學以上，年齡則以41～50歲居多，教師教學經驗豐富，六成的教師已從事教學達15年以上。高達92.5％的教師會使用網際網路，教師具有中上的資訊素養能力，且學歷較高和新進教師的教師具有較高的資訊素養。教師使用多種管道找尋合適的資源與媒體以支援教學，並將其評估、處理成為教材。在找尋資源時會考量資訊的正確性與方便性。 / 關於利用圖書館資源準備教學方面：教師至圖書館的目的為找尋教學相關資源；使用校內圖書室和台北市立圖書館找尋教學資源；使用繪本和影音資料為主。在利用網路資源協助教學上：教師利用網路資源準備教學；應用網路多媒體協助教學實施；參與網路社群分享教學資源及經驗；藉由網路平台紀錄教學活動；與家長進行親師溝通。而利用資訊資源進行專業成長上教師透過閱讀獲取專業知識；利用網路資源自我學習，並進行個人知識管理。此外，教師亦會運用Blog搜尋教學資源、分享教學經驗、整理學生學習歷程檔案、建置幼稚園網頁、記錄教學與整理教師教學檔案及建置個人Blog。 / 最後建議：（1）教育主管機關應鼓勵教師參與線上讀書會與成長團體，精進個人之專業知識；辦理各式資訊素養研習以提昇教師的資訊素養能力；委託相關單位編製資源示意圖協助教師準備教學；建置幼教專業知識共享平台，便於教師找尋及取得資源、整理個人教學知識，持續進行個人專業成長。（2）幼稚園圖書室應與鄰近圖書館合作並共享資源；協助教師充分利用圖書館資源準備教學。（3）幼稚園教師應充分利用資訊資源支援教學活動、進行終身學習；積極參與網路社群，利用Blog等網路平台與家長共同指導幼兒。 關鍵字：幼稚園教師；資訊尋求行為；教師專業成長；部落格 / This research focused on the utilization of information resources of public kindergarten teachers in Taipei. The purpose is to reveal the information seeking behaviors of kindergarten teachers, such as how the teachers use the library and internet resources to prepare for teaching; how teachers use the information resources to upgrade teachers' professional development; and the use of Blog. The study applies the questionnaire and in-depth interview to find out how the kindergarten teachers use the information resources. / According to this study, most of public kindergarten teachers in Taipei are female, hold bachelor degree, and the majority of them are about forties to fifties. Teachers are well experienced. Ninety two point percent teachers are able to use internet, most teachers are well equipped with information literacy. / Finally, suggestion were made as follows: (1) The Department of Education, Taipei City Government should encourage teachers to participate the online reading club and growth group for enhancing professional development; conducting all kinds of information literacy courses, compiling the pathfinders and setting up professional portal for professional growth. (2) The kindergarten library should cooperate with the neighboring libraries to share resources, and play the important role in assisting teachers using information resources. (3) Kindergarten teachers should learn how to utilize the information resources widely for supporting the teaching and achieve the life-long learning; participating in internet communities to upgrade their professional knowledge and core competences; and use the Blog and other social software to instruct kids with their parents together. Keywords：Kindergarten Teachers；Information Seeking Behavior；Teachers' professional development；Blog

教師專業能力的發展及專業地位之建立，是教育品質提升的關鍵。教學輔導教師的設置，在透過教學優良教師的教學視導，以提昇教師同儕之專業成長；冀夥伴教師在教學輔導教師協助之下，解決教學上所遭遇的困難，發展純熟的教學技巧，提昇教學效果。面對社會的變遷，科技的發展，知識的更新，教學輔導教師追求專業成長、增進教學能量是不可避免的，因此，教學輔導教師須具備一定的資訊素養，方能創造支持性教學環境。 本研究透過半結構性深度訪談臺北市國小教學輔導教師，以瞭解教師資訊尋求行為；探討教師如何運用圖書館資源、網路資源及社會性軟體於教學準備；分析教師如何運用資訊資源進行專業成長，協助夥伴教師增進專業知能；並瞭解教師利用Web 2.0社會性軟體的經驗。 研究發現，教學輔導教師多為資深教師，大部分教育程度在大學階段之上，為具有專業知識及豐富的教學經驗者。教學輔導教師具有良好的資訊素養能力，能運用各種管道獲得教學資源，以支援教學；在找尋教學資源時主要考量資訊方便性及正確性；網際網路是教學輔導教師最常使用找尋教學資源的管道，此外，教師從日常生活中獲取的各式資訊，經評估處理後也多能轉化成教學資源。 在利用資訊資源準備教學方面：學校圖書館是教學輔導教師最常利用的一種類型，教師也會利用公共圖書館找尋教學資源，最常使用的資料類型是圖書與報章雜誌；再者，也會配合課程找尋相關的多媒體影音資料支援教學。藉由網路資源，可縮短製作教材的時間；而各式主題網站提供完整豐富的圖片、影片及實作展示等資料，是創造多元化學習情境之利器；以網路多媒體教材支援教學，課堂教學將更生動活潑；透過網路媒介，教學輔導教師間可以互相觀摩教學，分享經驗；教學上遇到問題時，可與相關專家連絡並取得幫助；以Web 2.0社會性軟體為教學輔助媒體，能提升教學效能，並增進學生學習成效。 最後建議：（一）教育主管機關應提昇教師資訊素養與資訊科技應用能力，鼓勵參與網路社群，建立知識共享平台；並以數位典藏資源發展支援課程教學的平台。（二）學校圖書館應尋求館際合作，以協助教學輔導教師利用圖書館資源準備教學及支援教學輔導教師制度。（三）教學輔導教師應積極參與網路社群、充分利用社會性軟體支援教學。 / The development of teachers’ professional expertise and the establishment of professional status are keys to enhance educational quality. As for the installation of mentor teacher, it is mainly to make use of the supervision and instruction by teachers of outstanding teaching to enhance the professional growth of peer teachers. It is hoped that teachers can, under the assistance of mentor teachers, resolve difficulty they encounter in teaching, and thus develop more matured teaching skills, and increase teaching effect. In view of social changes, technological development, and renewal of knowledge, it is inevitable that mentor teachers should pursue after professional growth and enhance their teaching skills. Hence, mentor teachers should be equipped with certain information cultivation before they can create supportive teaching environment. This study exploit semi-structural in-depth interview with mentor teachers from elementary schools of Taipei City so as to understand their information seeking behavior, investigate how teachers make use of library resources, network resources, and social software on their preparation for teaching. Besides, it also analyze how teachers should avail information resources to conduct professional growth, help their partner teachers to enhance professional competence, and illustrate the experiences how teachers use Web 2.0 social software. As learned from the research literature, mentor teachers are mostly senior teachers, and their educational background lies beyond the level of university, considered to be of teachers equipped with various professional knowledge and abundant teaching experiences. In fact, mentor teachers are ones who are endowed with favorable competence of information cultivation, and they are able to make use of diversified channels to access teaching resources to support teaching. With regard to the search for teaching resources, mentor teachers are able to determine the convenience and accuracy of information, while Internet is reckoned to be the most often used channel in search for teaching resources by mentor teachers. In addition, various kinds of information teachers obtained from their daily life can largely, after evaluation and processing, be transformed into teaching resources. For using information resources to prepare for teaching, school library is the type that is most often used by mentor teachers, whereas teachers will also avail public libraries to search for teaching resources, with books and newspaper and magazine reckoned to be the most often used type of information. Furthermore, teachers will, as well, search for related multimedia audio-visual information to support teaching in coping with curriculum. Through network resources, they can help to shorten time spent on production of teaching materials. As for various subject-based websites, they would provide comprehensive and rich pictures, movies, and demonstration of practice and other information, which are considered to be beneficial tools to create context for diversified learning. If multimedia teaching materials from network can be used to support teaching, class instruction can be made to be vivid and lively. Through media of network, mentor teachers can work to observe their teaching among themselves and share experiences, so that when they encounter problems in teaching they can contact experts and obtain help. As Web 2.0 social software is used as auxiliary media for teaching, it can help to enhance teaching efficiency and advance learning effect for students. Suggestions at the end: 1. competent authority of education should enhance information literacy of teachers as well as application capability of technology information, and encourage mentor teachers to take part in network community so as to establish knowledge sharing platform, and develope digital collection resource to support the teaching platform needed for curriculum; 2. school library should seek for inter-institution cooperation to assist mentor teachers to make use of library resources for teaching preparation and support the system of mentor teacher; 3. mentor teachers should effectively take part in network community, and sufficiently exploit social software to support teaching.

有別於傳統新聞學研究探討記者與消息來源的互動關係，因礙於研究對象的預設限制，因而相關研究大多僅探討記者如何與消息來源培養、鞏固、強化及修補關係，對於記者如何尋覓至消息來源卻少有著墨。有鑑於此，本研究試圖跳脫以往僅以政治人物或公關人員作為研究對象，乃以低社會能見度之小人物作為消息來源，試以探究記者在尋找小人物消息來源的過程中，如何運用環境周遭的物質工具及人際關係網絡等中介資源以達成任務。 透過深度訪談及參與觀察方式，本研究發現記者尋找小人物消息來源乃是一種富涵新聞機構性的行為，在尋人初始階段，記者乃會對於尋找何種類型的小人物存有特定假設；然而，假設的形成並非全然由表徵系統進行控制，而是一循環建構的過程；另一方面，在新聞常規的作用之下，本研究發現小人物新聞乃需與其他新聞類型進行版面競爭，此時，在突發新聞不可獨漏的情況下，又需兼顧因時事議題所發展的小人物專題，記者乃會利用傳播或資訊科技工具來縮短一般新聞的處理時間，進而延長小人物新聞資訊素材的蒐集時間；再者，新聞常規亦會造成小人物新聞遺漏的現象產生，而記者亦會適時選擇特定傳播或資訊科技工具以彌補小人物新聞遺漏的缺口。 除此之外，人際關係網絡更是記者尋人不可或缺的資源之一。本研究發現記者在選擇資訊中間人時，乃會依據雙方之間的關係特質，以形成各式不同策略來與資訊中間人應對，藉以獲取尋人線索或相關資訊素材，尤其記者乃會利用與自身擁有弱連結關係的資訊中間人，作為新資訊擷取與流通的橋樑，而利用強連結關係作為與這些弱連結關係資源交換的籌碼。 綜言之，記者尋人行為乃是一種「配置型智能」的展現，將原先大腦所需承擔的認知負荷交由環境中各式中介資源分散處理；另一方面，記者尋人行為更加蘊含「行動中思考」之過程，任何中介資源的使用，乃是端視記者當下所處情境，是否賦予記者視見中介資源之功能性用途。由此可知，記者尋人的知識即是展現在記者審時度勢的功夫上，以適時運用環境周遭的中介資源，協助解決任務、尋覓至小人物消息來源。 / As previous studies have emphasized on journalist-source relationship for a long time, they provide a jumping-off point for this study to divert from them. In terms of traditional research subjects (politicians and public relations), most of those studies mainly focus on how journalists develop, cement, augment and repair mutual relationship with their sources. However, the question of how journalists seek for their sources has been rarely discussed. Therefore, this study attempts to turn to low-status sources (i.e. ordinary people) and examine how journalists manipulate artifacts and social networks to seek for them. This study conducted by in-depth interview and participant observation shows that the institutionalization of newspapers makes big impacts on journalists’ people-seeking behavior. At the first phase, journalists will be cultivated to form specific hypotheses for the type of sources they are seeking for. Second, it may cause ordinary people news necessary to compete with other news genres for news pages. Finally, it may also cause some of ordinary people news stories to be omitted. However, even though journalists’ people-seeking behavior is constricted to the social structure, they are still able to exercise their agency in the use of information and communication technology to extend the time of newsgathering and to ensure all potential ordinary people news will be found. Moreover, those hypotheses for the people they are seeking for are not totally controlled by journalists’ representational systems either but constituted recursively. In addition, social networks are also one of indispensable resources for journalists’ people-seeking behavior. According to research results, the factor that impacts journalists on deciding which intermediary they will ask help for is based on mutual relational characteristics. Journalists will use weak ties to access new information and strong ties as a bargain chip to negotiate with weak ties for resource exchange. In sum, during the process of people-seeking, journalists’ cognitive functions will be distributed and offloaded to the mediated resources in the situation in a cooperative way to ease the cognitive burden imposed on their brains. In addition, the usage of mediated resources also depends on the situation journalists stay in, which enables them to perceive the function of each mediated resource. All in all, journalists’ knowledge of people-seeking behavior rests on how they consider the situation and manipulate mediated resources properly to solve their tasks.