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.

INTERNET-BASED BEHAVIOR OF IT PROFESSIONALS: IMPLICATIONS FOR ONLINE ERGONOMIC EDUCATION TO PREVENT WORK-RELATED MUSCULOSKELETAL DISORDERS By Priyadarshini Pattath, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University Virginia Commonwealth University, 2017 Director: Dr. Robin Hurst, Assistant Professor of Adult Learning, Teaching and Learning, School of Education The purpose of this study was to explore the preferences of medium of ergonomic education and views about self-directed online training modules to prevent musculoskeletal disorders in computer professionals and understand their perspectives and experiences about online health information seeking using a self-directed learning framework. To accomplish this, a qualitative research design was used to analyze data from interviews and observation. An exploratory case study research design was employed to examine the experiences of fifteen information technology professionals. The findings revealed that the preference for the mode of delivery of ergonomic education depends on the individual attitude and on the perceived attributes of the particular mode of delivery. The findings highlighted the role of the Internet in making significant lifestyle and contextual modifications. Finally, the findings highlighted the barriers that were faced when seeking health information on the Internet. The findings of this study were limited by the nature of the research and sample size. Additional research is needed to support the findings. Implications for research and practice are discussed.

Catastrophes like Katrina destroy a community's critical infrastructure-a situation that instigates several dilemmas. Immediately, the community experiences information disruption within the community, as well as between the community and the outside world. The inability to communicate because of physical or virtual barriers to information instigates instant isolation. Prolonged, this scarcity of information becomes an information poverty spell, placing hardship on a community accustomed to easily accessible and applicable information. Physical devastation causes the scarcity of what Abraham Maslow calls basic survival needs-physiological, security, and social-a needs regression from the need to self-actualize, to meet intellectual and aesthetic needs. Because needs regress, the type of information required to meet the needs, also changes-regresses to information regarding survival needs. Regressed information needs requires altered information behaviors-altered methods and means to meet the information needs of the post-disaster situation. Situational information behavior follows new mores-altered norms-norms constructed for the post-disaster situation. To justify the unconventional, situational social norms, residents must adjust their beliefs about appropriate behavior. Situational beliefs support situational social norms-and situational information behaviors prevail. Residents find they must trust strangers, create makeshift messaging systems, and in some cases, disregard the law to meet their post-disaster survival needs.

Information plays a significant role in the success of investment strategies. Within a non-advisory context, individual investors elect to build and manage their investment portfolios to avoid the cost of hiring professional advisors. To cope with markets’ uncertainty, individual investors should acquire, understand, and use only relevant information, but that task can be affected by many factors, such as domain knowledge, cognitive and emotional biases, information overload, sources’ credibility, communication channels’ accuracy, and economic costs. Despite an increased interest in examining the financial performance of individual investors in Saudi Arabia, there has been no empirical research of the information behavior of individual investors, or the behavioral biases affecting the investment decision making process in the Saudi stock market (SSM). The purpose of this study was to examine this information behavior within a non-advisory contextualization of their investment decision-making process through the use of an online questionnaire instrument using close-ended questions. The significant intervening variables identified in this study influence the individual investors’ information behavior across many stages of the decision making process. While controlling for gender, education, and income, the optimal information behavior of individual investors in the SSM showed that the Experience factor had the greatest negative effect on the Information Seeking Behavior of individual investors. This was followed by Risk Tolerance, Financial Self-Efficacy, Emotional Biases, Education Level, Formal Information Access, Regret Aversion Bias, and Subjective Financial Knowledge. The Information Acquisition and Information Searching Behavior was influenced by the Acquisition Skepticism, Regret Aversion Bias, Formal Information Access, Overconfidence, and Information Seeking Behavior. Furthermore, the findings indicate that Formal Information Sources have a statistically significant positive effect on the Information Seeking Behavior, and on the Information Acquisition and Information Searching of individual investors in Saudi Arabia. Finally, the Socioeconomic Status (SES) of individual investors in Saudi Arabia was significantly influenced by the employment status, work experience, age, marital status, and income.

This dissertation examines the impact of trauma on information-seeking behaviors and decision-making processes. Essay 1 includes a qualitative analysis of the transcripts obtained from interviews with four military service members diagnosed with PTSD. The results showed that 75% of this small sample population exhibited addictive behavior that was presented in their information behaviors. All four members indicated that the excessive extent to which they seek information is related to the perceived importance of the information and their level of trust in the sources. Low trust in information sources increases the number of sources searched for validation in this population. Essay 2 involved the collection and analysis of survey data. The results of the stepwise backward regression show that two trauma variables (adult sexual assault, sudden fear) have a significant combined negative effect on decision-making in this population. The analysis and results of a different survey are presented in Essay 3. The stepwise logistic regression analysis results conducted on the summated scales developed showed a strong positive link between trust in scientific experts for scientific information and the dichotomous dependent variable trust in social media for news. The research conducted in this dissertation extends the understanding of how trauma affects people's information-seeking habits and decision-making processes. The findings have implications for how to communicate, policies relevant to information dissemination, and mental health measures. Future research is suggested to understand these behaviors and potential treatments better.