社会化搜索研究进展综述

首先,引入互联网群体协作的思想,对社会化搜索的概念进行初步界定;随后,在宏观与微观两个层面上,重点从动因（why）、用户（who）、目标（what）、形式（how）4个维度对社会化搜索的概念进行深入解析,并分别从行为、技术、应用、资源4个视角对当前社会化搜索的主要研究内容和主题进行归纳,试图从理论上明晰社会化搜索今后的研究思路与方向;最后阐述当前社会化搜索的研究不足和发展趋势。     

Managing the Electronic Resources Lifecycle: Creating a Comprehensive Checklist Using Techniques for Electronic Resource Management (TERMS)

One of the core functions of the electronic resources librarian (ERL) consists of managing various stages of the electronic resource lifecycle. In order to do this effectively, it is extremely helpful to have a detailed guide on hand. An e-resources acquisition checklist can assist the librarian in covering all aspects of evaluation, acquisition, renewal, and cancellation of e-resources such as databases, e-books, e-journals, and more. Such a tool can be indispensable, especially for new ERLs attempting to get a grasp on the logistics of electronic resources management. Using the newly created Techniques for Electronic Resource Management, the author details the process by which librarians navigate the e-resources lifecycle.     

科技信息资源虚拟联盟间信息质量约束机制的构建

在众多科技信息资源共享模式中,虚拟联盟是实现科技信息资源共建共享的有效组织形式之一,在我国 科技信息资源共享建设中发挥重要作用。但由于不同共享建设单位的资源状况各异、技术条件不同、信息资源质量不 同、数据管理能力水平不齐,使得虚拟联盟间共享信息资源的信息质量问题成为最重要和迫切需要解决的问题之一。 为此,本文提出以构建信息质量约束机制为切入点为科技信息资源共享建设中虚拟联盟间的信息质量管理提供一个基 本分析框架,有助于采取新的质量管理思路、方法和措施进行信息质量的改进,更接近于实践中IQ问题的解决。它包     

基于DMBOK的电动汽车多源信息决策支持系统 数据质量管理过程研究

依据国际数据管理协会数据管理知识体系（DMBOK）中的数据质量管理过程,分析了电动汽车多源信息 决策支持系统中的数据特点以及建设中存在的问题,提出改进建议,并初步构建适用于电动汽车多源信息决策支持系 统的数据质量管理流程。     

高校图书馆的多功能化设计与实现探索——以上海交通大学李政道图书馆为例

文章以集图书馆、博物馆、档案馆、科技馆、美术馆"五馆"功能合一的上海交通大学李政道图书馆为例,探讨了多功能高校图书馆的功能设计、馆藏资源建设与实现途径。     

5W2H视角下的高校图书馆学科化服务

采用5W2H分析法分析了高校图书馆开展学科化服务的含义、措施、意义、时机、环境、人员、评价等要素,并结合高校图书馆学科化服务实践对其进行阐释。     

《中图法》(第五版)艺术类类目修订分析及问题探讨

从增删类目、修改类名、增改注释、增加参见类目、增加复分标记五个方面分析了《中图法》(第五版)艺术类类目的修订状况,对修订后的分类法中存在的各种问题进行探讨,并提出了详尽的修改意见。     

Fictitious Academic Expertise and Processing Resources

A previous study showed that pairs of students interacting in a second language produced more words when they were assigned a fictitious expert position in a specific competence dimension than when they were assigned a nonexpert position. It has also been shown that the usual level of expertise has an impact on the assigned fictitious expertise effect. The present study was designed to determine whether the processing capacity allotted to the current task could partly determine performance. A given position of expertise may demand a large or small attentional capacity. Two experiments were conducted using a dual-task paradigm. As expected, the different expertise positions led to different reaction times on the secondary task. The second experiment showed that the impact of assigning a position of expertise to students depends on their usual academic standing. This study supports the idea that in interactive situations, performance variations as a function of the expertise position can be partially explained by differences in the processing resources allocated to the task. Implications for teaching are discussed.