多学科融合对我国情报学教育的影响

当前,情报学在研究内容和研究方法上不断向多学科融合方向迈进。多学科融合对我国的情报学教育产生了广泛而深远的影响。情报学教育工作者在新的环境面前,既要重视维护情报学的学科地位,也要重视推进教育模式的创新、加强教育资源的合理配置。     

知识管理与图书馆学、情报学专业教育

随着知识社会的到来，图书馆学、情报学的研究呈现出知识化趋向，以知识为中心的图书馆学情报学学科体系正在形成．图书馆学情报学专业教育也将围绕知识和知识管理进行整合与调整。     

我国情报学学科发展的创新机制及创新领域研究

创新是一个学科良性发展的必然要求。本文主要对情报学学科发展的创新要求和创新任务,创新的动力机制和模型,以及在创新动力作用下的创新领域等方面进行研究     

科研领域重点研究方向判别方法研究

[目的/意义] 判别重点研究方向对科研管理和科技政策的制定有着重要参考价值,已有的定量方法多是根据创新性、新颖性以及增长性等特征属性设计指标进行识别、推荐,本研究进一步利用研究方向间的关联关系,从网络拓扑结构和特征属性两个维度判别重点研究方向。[方法/过程] 在构建领域文献引用网络的基础上,利用大规模网络聚类算法识别研究方向,并构建研究方向关联网络,利用网络重要节点识别算法从网络拓扑结构的角度判别重点研究方向,同时结合新颖性、增长性和H指数三个特征属性指标,构建了重点研究方向遴选指标体系。[结果/结论] 对纳米科技领域进行实证分析,经专家判读,认为加权PageRank、Gefura以及增长性指标更加具有客观性、全面性和稳定性,通过综合运用三个指标遴选出208个纳米科技领域的重点研究方向。     

Four pitfalls in normalizing citation indicators: An investigation of ESI’s selection of highly cited papers

InCites Essential Science Indicators is becoming increasingly used to identify top-performing research and evaluate the impact of institutes. Unfortunately, our study shows that ESI indicators, as well as other normalized citation indicators, have the following flaws. First, the publication month and the online-to-print delay affect a paper’s probability of becoming a Highly Cited Paper (HCP). Papers published in the earlier months of the year are more likely to accumulate enough citation counts to rank at the top 1% compared with those published in later months of the year. Papers with longer online-to-print delays have an apparent advantage for being selected as HCPs. Research field normalizations lead to the third pitfall. Different research fields have different citation thresholds for HCPs, making research field classification important for a journal. In addition, the uniform thresholds for both articles and reviews in ESI affect the reliability of HCP selection because, on average, reviews tend to have higher citation rates than articles. ESI’s selection of HCPs provides an intuitive feel for the problems of normalized citation impact indicators, such as those provided in InCites and SciVal.     

Placing Facebook

Facebook is challenging professional journalism. These challenges were evident in three incidents from 2016: the allegation that Facebook privileged progressive-leaning news on its trending feature; Facebook’s removal of the Pulitzer Prize-winning “Napalm Girl” photo from the pages of prominent users; and the proliferation of “fake news” during the US presidential election. Using theoretical concepts from the field of boundary work, this paper examines how The Guardian, The New York Times, Columbia Journalism Review and Poynter editorialized Facebook’s role in these three incidents to discursively construct the boundary between the value of professional journalism to democracy and Facebook’s ascendant role in facilitating essential democratic functions. Findings reveal that these publications attempted to define Facebook as a news organization (i.e., include it within the boundaries of journalism) so that they could then criticize the company for not following duties traditionally incumbent upon news organizations (i.e., place it outside the boundaries of journalism). This paper advances scholarship that focuses on both inward and outward conceptions of boundary work, further explores the complex challenge of defining who a journalist is in the face of rapidly changing technological norms, and advances scholarship in the field of media ethics that positions ethical analysis at the institutional level.     

科学课程学业成就评价的知识论基础

从可持续发展的观点来看,人类的生存需要基础性知识,人类的发展需要创造性知识。基于上述理念的知识论,学习科学知识需要了解知识的相对性与相关性,进而把握知识的同一性。透过这样的学习范式,才能真正地领悟科学的本质。在学生科学课程学业成就评价中,始终基于这样的理念是十分必要的。     

浅析认知视角下的语篇连贯——从一则广告谈起

连贯是一个复杂的语言现象,它涉及到语义、语用及认知等各方面。传统语篇连贯的研究主要集中在从形式或语义角度进行考察,并认为衔接是语篇连贯最重要的语法、词汇手段,然而这只是一个显性手段。实际上,具有连贯的语篇的构建和理解都离不开人的认知能力。基于认知语言学理论,以一则广告为语料分析语篇的连贯性。     

巴特勒的图书馆学理论研究

基于巴特勒的著作《图书馆学导论》《学术与文明》以及多篇论文力求从图书馆学学术框架、本质属性研究和跨学科方法论三方面完整地还原他的图书馆学理论研究,并通过与韦普尔斯的学术思想进行对比,探讨芝加哥学派内图书馆学思想的分歧问题。最终总结出巴特勒对图书馆学理论的三点贡献:构建了普适性的"科学-技术-人文"三位一体的学术框架;准确揭示了图书、图书馆和图书馆学的本质及其认识路径;大力倡导对其他社会科学的方法的引介。     

大学人文教育与科学教育疏离成因探析

从大学教育发展的历史来看,在造成中国大学人文教育与科学教育疏离的众多原因中,近代以来的工具性教育观念、严苛的大学学科规训制度和人文文化与科学文化的对立与冲突起着关键的作用。