第五章 結論與討論
第三節 未來研究建議
本研究所提出之編碼架構具有廣泛之解釋力，透過質性研究之深度訪談法獲 得數位原生與數位移民資訊行為與互動經驗之編碼結構，可以探索現有文獻之結 論以外之資訊，以補充數位環境中產生和以往不同之資訊行為，以及代間在數位 環境中如何互動與影響，但因滾雪球取樣緣故產生樣本上的限制，因此未來應進 一步設計驗證研究，以問卷設計方法擴大樣本，得以經由量化研究驗證編碼結構。
105
參考文獻
一、 中文部分
台灣網路資源中心網路使用調查（2016）。TWNIC 2016 年 6 月「寬頻網路使用 調查 」報告。檢自：
http://www.twnic.net.tw/download/200307/200307index.shtml
古必鵬（2008）。網路社群資訊分享行為之探討：以 GOGOBOX 網路社群平臺 為例。社教雙月刊，93，22–25。
李青芬與唐先梅 (2008)。民眾對代間學習之初探研究。載於中華民國家庭教育 學會(主編)：人口結構改變與家庭教育(頁 213-233)。台北：師大書苑。
林珊如（2001）。圖書資訊學概論。台北:國立空中大學
林珊如（2002）。網路使用者特性與資訊行為研究趨勢之探討。圖書資訊學刊，
17，35-47。
林珊如（2006）。資訊行為研究的理論性考察。行政院國家科學委員會專題研究 計畫成果報告（編號： NSC 94-2413-H-002-008-），未出版。
林宜穎（2005）。美國代間學習之研究（博士論文）。取自臺灣博碩士論文系 統。
林麗惠（2011）。代間學習方案對世代互動影響之研究。教育學刊，37，119-150。
李郁雅（2000）。博士論文硏究歷程中情境與資訊行為之探索: 以植物分類學為 例（未出版之碩士論文）。國立台灣大學圖書資訊學研究所，台北市。
李青松、林歐貴英、陳若琳與潘榮吉（2010）。老人與家庭。臺北市：國立空中 大學。
徐新逸與彭康鈞（2013）。大學生與大學教師在資訊行為考量因素之比較研究。
教育資料與圖書館學，50（3），393-423。
陳向明（2002）。社會科學質的硏究。台北，五南圖書。
陳毓璟（2014）。代間學習策略融入社會老年學之學習歷程與成效研究。教育科 學研究期刊，59（3），1-28。
黃慕萱（1994）。情境模式在解釋資訊尋求行為之適用性探討。圖書館學刊，
106
9，49-70。
黃慕萱（2001）。成人讀者之資訊尋求行為。臺北市立圖書館館訊，19（2），8-23。
黃富順（2004）。高齡學習。台北：五南出版社。
黃國城（2007）。代間學習及其對高齡教育之啟示。社區發展季刊，118，265-278。
黃迺毓、周麗端、林如萍、鄭淑子、陳若琳與唐先梅 (2004)。家庭生活教育導 論。台北縣：國立空中大學。
蔡至欣、賴玲玲（2011）。虛擬社群的資訊分享行為。圖書資訊學刊，9（1），
161-196。
國家發展委員會（2016）。105 年臺灣世代數位機會發展現況。國家發展委員 會，未出版。
葉乃靜（2005）。多元文化下的資訊行為研究。臺北市:文華。
葉乃靜（2011）。日常生活中的資訊人。臺北市: 文華。
劉玉玲（2014）。數位原生與數位移民的網路科技運用。臺灣教育評論月刊，3
（7），4-8。
二、 英文部分
Aday, R. H., McDuffie, W., & Sims, C. R. (1993). Impact of an intergenerational program on black adolescents’ attitudes toward the elderly. Educational Gerontology, 19, 663-673.
Allen, T. J. (1969). Information needs and uses. Annual Review of Information Science And Technology, 4, 3-29.
American Library Association (1989) American Library Association Presidential Committee on Information Literacy. Final Report. Chicago: ALA.
Ansari, M. N. (2008).Information seeking behavior models：a review. Pakistan Library
& Information Science Journal, 39 (4), 3-16.
Bar-Ilan, J. and Belous, Y. (2007).Children as architects of web directories.Journal of The American Society for Information Science and Technology, 58 (6), 895-907.
107
Bao, X., & Bouthillier, F. (2013, October). Information sharing: As a type of information behavior. In Proceedings of the Annual Conference of CAIS/Actes du congrès annuel de l'ACSI.
Belkin, N.J. (1980). Anomalous state of knowledge as a basis for information retrieval.
Canadian Journal of Information Science, 5, 133-143.
Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.
doi:10.1111/j.1467-8535.2007.00793.
Berenbaum, R. L., & Zweibach, D. F. (1996). Young adults and down syndrome as caregivers for the elderly with dementia: An intergenerational project. Journal of Gerontological Social Work, 26(3), 159-169.
Bostrum,A. K., Hatton-Yeo, A., Ohsaka,T. and Sawano,Y. (2000). A general assessment of IP initiatives in the countries involved. Retrived from http:// www.unesco.org/
education/uie/pdf/intergen.pdf.
Chen, C. C., & Hernon, P. (1982). Information seeking: assessing and anticipating user needs. NY: Neal-Schuman .
Clough, B.S.(1992).Broadening perspectives on learning activities in later life.
Educational Gerontology, 18, 447-459.
Connaway, L. S., Radford, M. L., Dickey, T. J., De Angelis Williams, J., & Confer, P.
(2008).Sense-making and synchronicity: Information-seeking behaviors of Millennials and Baby Boomers. Libri, 58(2), 123-135.
Connaway, L. S., Lanclos, D. M., & Hood, E. M. (2015). “I always stick with the first thing that comes up on Google...” Where People Go for Information, What They Use, and Why. The Library in the Life of the User, 173.
Crook, C. (2008). Web 2.0 technologies for learning: The current landscape–
opportunities, challenges and tensions.
Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly 28(1).
Retrieved from http://www.educause.edu
Dervin, B. (1992). From the mind’s eye of the user: The sense-making qualitative-quantitative methodology. Qualitative Research in Information Management, 9,
108
61-84.
Erdelez, S. (1997). Information encountering: A conceptual framework for accidental information discovery. Information Seeking in Context.Proceedings of the International Conference on Research in Information Needs, Seeking and use in Different Contexts. Retrieved from https://search.proquest.com/docview/
57419338?accountid=14228
Erdelez, S., & Rioux, K. (2000). Sharing information encountered for others on the web.
New Review of Information Behaviour Research, 1, 219-233. Retrieved from https://search.proquest.com/docview/57570242?accountid=14228
Flanagan, J. C. (1954). The Critical Incident Technique. Psychological Bulletin, 51, 327-58.
Gaston, J. (2006). Reaching and teaching the digital natives. Library Hi Tech News, (23)3, 12-13.
Granville, G. (2002). A review of intergenerational practice in the UK. Beth Johnson Foundation.Retrieved from ttp://scottishmentoringnetwork.co.uk/assets/
downloads/resources/intergenerational.pdf
Hassan, L. (2013). Assessing the information needs of historians working with digitised primary sources in the UK: A sequential mixed methods study(doctoral dissertation, University of Huddersfield ). Retrieved from http://eprints.hud.ac.uk/19321/1/
Havenstein, H. (2016, September 17). Generation Y in the workplace; Digital natives’
tech need are changing companies forever. Retrieved from http://www.cio.com/article/2433628/staff-management/generation-y-in-the-workplace--digital-natives--tech-needs-are-changing-companies-f.html
Heathfield, S. M. (2011). Managing millennials: Eleven tips for managing millennials.
Retrieved from:http://humanresources.about.com/od/managementtips/a/ millen ials.htm?p=1
Herrmann, D. S., Sipsas-Herrmann, A., Stafford, M. & Herrmann, N.C. (2005).
Benefits and risks of intergenerational program participation by senior citizens.
Educational Gerontology, 31, 123-138.
Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, R., Lange, P., Pascoe, C.
and Robinson,L.(2008).Living and Learning with New Media.Chicago, MacArthur
109
Foundation .
Jukes, I., & Dosaj, A. (2006). Understanding digital children (DKs): Teaching &
learning in the new digital landscape. Retrieved from https://pdfs.semanticscholar.
org/c320/ab40afe340839998c34c866372a5b4706fc5.pdf
Krikelas, J. (1983). Information-Seeking Behavior: Patterns and Concepts. Drexel Library Quarterly, 19(2), 5-20.
Kuhlthau, C. (1988). Developing a model of the information search process of users in libraries. Library and Information Science Research, 10(3), 257-304.
Kuhlthau, C. C., Heinstrom, J., & Todd, R. J. (2008).The 'Information Search Process' Revisited： Is the Model Still Useful? .Information Research, 13(4).
Kumar, G. (1990).Defining the concept of information needs. Binwal, J. C.et al (eds.) In social science information: problems and prospects(p.p295). New Delhi :Vikas.
Kurt, A. A., Günüç, S., & Ersoy, M. (2013). The current state of digitalization: Digital native, digital immigrant and digital settler. Egitim Bilimleri Fakultesi Dergisi, 46(1), 1-22.
Kvavik, R. B., Caruso, J. B. & Morgan, G. (2004). ECAR study of students and information technology2004: convenience, connection, and control. Boulder, CO:
EDUCAUSE Center for Applied Research.Retrieved from http://www.educause.
edu/ir/library/pdf/ers0405/rs/ers0405w.pdf
Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed? . Journal of Computing in Teacher Education, 25(3), 87-97.
Lankshear, C. and Knoebel, M. (2004).From flogging to blogging via wifi. paper presented at the American Educational Research Association Annual Meeting.San Diego, CA.
Livingstone, S. (2009). Children and the Internet. Cambridge.Boston ,Polity Press.
Ljoså, E. (1998). The role of university teachers in a digital era. European Journal of Open, Distance and E-Learning, 1(2).
Lohman, H., Griffiths, Y., Coppard, B. M., & Cota, L. (2003) The power of book discussion groups in intergenerational learning, Educational Gerontology,
110
29 ,103-115.
Manheimer, R.J., Snodgrass,D.D. & McKenzie, D.M. (1995).Older adult education：
A guide to research,program and policies. Westport, Conn.Greenwood Press.
Marchionini G. (1995). Information seeking. In Electronic Environments. Cambridge, U.K.: Cambridge University Press.
Marshall, C., & Rossman, G. B. (2010). Designing qualitative research. NY：Sage.
McNeely, B. (2005). Using technology as a learning tool, not just the cool new thing.
Educating the net generation, 4-1.
Meshel, D.S. (2004). Intergenerational contact,attitudes,and stereotypes of adolescents and older people. Education Gerontology, 30(6), 457-479.
Moody, H. R. (2002). Aging: Concept and controversies(4th Ed). Thousand Oaks,Calif.:
Pine Forge Press.
Newman, S.＆ Smith, T.B. (1997). Developmental theories as the basis for intergene rational programs. Washington, DC: Taylor & Francis.
Oblinger, D., & Oblinger, J. (2005). Is it age or IT: First steps toward understanding the net generation. Educating the net generation, 2(1-2), 20.
Oblinger, D. G., van’t Hooft, M., Greenfield, A., de Freitas, S., Tonkin, E., & Haller, M. (2008).Emerging technologies for learning. Coventry: British Educational Communicationsand Technology Agency. Retrieved from http://dera.ioe.ac.uk/1503/
Ohsako, T. (2002). The role of intergenerational program in promoting lifelong learning for all ages. Retrieved December 23, 2004 from http:// www. unesco.
org/education/uie/pdf/uiestud36.pdf
O'Reilly, T. (2005). What is web 2.0. Retrieved from http://www.oreilly.com/pub/a /web2/archive/what-is-web-20.html
Palfrey, J. G., & Gasser, U. (2013). Born digital: Understanding the first generation of digital natives. Basic Books.
Pettigrew, K. E., Fidel, R. & Bruce, H.(2001). Conceptual frameworks in information
111
behavior. Annual Review of Information Science and Technology (ARIST),35,43-78.
Pew Research Center (2007) .A Portrait of ‘Generation Next’- How Young People View Their Lives, Futures and Politics. Retrieved from http://www.people-press.org /2007/01/09/a-portrait-of-generation-next/
Prensky, M. (2001). Digital natives, digital immigrants . On the Horizon, 9(5), 1-6.
Rainie(2006).New Workers, New Workplaces: Digital ‘Natives’ Invade the Workplace.Pew Internet & American Life Project.Retreved from http://www.
pewinternet.org/2006/09/28/new-workers-new-workplaces-digital-natives-invade-the-workplace/
Ransdell, S., Kent, B., Gaillard‐Kenney, S., & Long, J. (2011). Digital immigrants fare better than digital natives due to social reliance. British Journal of Educational Technology, 42(6), 931-938.
Rioux, K. (2005). Rioux’s information acquiring-and-sharing framework. In K. E.
Fisher, S. Erdelez, & L. McKechnie (Eds.), Theories of information behavior (pp.
169-173). Medford, N.J.: Published for the American Society for Information Science and Technology by Information Today.
Rosenblum, B. (2008).Developing new skills and expertise to support digital scholarship and scholarly communication. paper presented at World Library and Information Congress:74th IFLA General Conference and Council, Québec, Canada. Abstract retrieved fromhttps://kuscholarworks.ku.edu/handle/1808/4098 Salajan, F. D., Schönwetter, D. J., & Cleghorn, B. M. (2010). Student and faculty
inter-generational digital divide: Fact or fiction?. Computers & Education, 55(3), 1393-1403.
Savolainen, R. (1995). Everyday life information seeking: Approaching information seeking in the context of “way of life”. Library & information science research, 17(3), 259-294.
Savolainen, R. (2008). Everyday information practices: a social phenomenological perspective. Maryland:Scarecrow Press.
Selwyn, N. (2009). The digital native: Myth and reality. Aslib Proceedings: New Information Perspectives, 61(4), 364-379.
112
Smith, E. E. (2012). The digital native debate in higher education: A comparative analysis of recent literature. Canadian Journal of Learning and Technology, 38(3).
Retrieved from http://www.cjlt.ca/index.php/cjlt
Smith, E. (2013). Are Adult Educators and Learners ‘Digital Immigrants’? Examining the Evidence and Impacts for Continuing Education. Canadian Journal of University Continuing Education, 39(1).
Strom, R.D., & Strom, S.(1996) Developing curricula for grandparents in Japan.
Educational Gerontology, 22(8), 781-794.
Talja, S. (2002). Information sharing in academic communities: Types and levels of collaboration in information seeking and use. New Review of Information Behavior Research, 3(1), 143-159.
Taylor, R. S. (1968). Question-negotiation and information seeking in libraries. College
& Research Libraries, 29(3), 178-194.
Tapscott, D. (2008). Grown up digital: How the net generation is changing your world . NY: McGraw-Hill.
Tapscott, D. and Williams, A. (2008).Wikinomics: How Mass Collaboration Changes Everything, Atlantic. New York
:
Penguin.
Todd, R. J. (1999). Back to our beginnings: Information utilization, Bertram Brookes and the fundamental equation of information science. Information Processing &
Management, 35(6), 851-870.
Todd, R. J. (2006). From Information to Knowledge: Charting and Measuring Changes in Students' Knowledge of a Curriculum Topic. Information Research: An International Electronic Journal, 11(4), n4.
UNESCO (2000). Adult learning and ageing populations. Adult learning and groups with special needs. Aseries of 29 booklets. (ERIC Document Reproduction Service No. ED 435 015).
Wallis, C. (2006).The multitasking generation.Time, 167 (13), 48-55.
Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide.Cambridge, MA: MIT Press.
113
Weller, A. (2005). Information seeking behaviour in generation Y students: Motivation, critical thinking and learning theory. Journal of Academic Librarianship, 31(1), 46-63.
White, D. S., & Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday, 16(9).
White, D., Connaway, L. S., Lanclos, D., Le Cornu, A. & Hood, E. (2012). Digital visitors and residents (Progress Report). Retrieved from.
https://www.webarchive.org.uk/wayback/archive/20140615023148/http://www.ji sc.ac.uk/media/documents/projects/visitorsandresidentsinterim%20report.pdf White, D., & M Lanclos, D. (2015). Visitors and Residents mapping workshop.
Retrieved from. http://daveowhite.com/wp-content/uploads/2015/02/VandRWork shopformat240215.pdf
Widén, G., Heinström, J., Österbacka, E., Ahmad, F., & Huvila, I. (2016). The Interplay Between Generations and Individual Differences in Information Sharing at the Workplace. Journal of Library and Information Science, 42(1), 79-82.
Williamson, K. (1998).Discovered by chance: The role incidental information acquisition in an ecological model of information use. Library & Information Science Research, 20(1), 23-40.
Wilson, T. D. (1997).Information behaviour: an interdisciplinary perspective.
Information processing & management, 33(4), 551-572.
Wilson, T. D. (1981). On user studies and information needs. Journal of documentation, 37(1), 3-15.
Wilson, T. D. (1994). Information needs and uses: fifty years of progress. Fifty years of information progress: a Journal of Documentation review, 15-51.
Wilson, T.D. (1999). Model in information behavior research. Journal of Documentation, 55(3), 249-257.
Wilson, T. D. (2000). Human information behavior. Informing science, 3(2), 49-56.
Vakkari, P., Savolainen, R., & Dervin, B. (1997). Information seeking in context.
London: Taylor Graham.
114
Zhao, Y. C., Xu, X., Sun, X., & Zhu, Q. (2014). An integrated framework of online generative capability: Interview from digital immigrants. Aslib Journal of Information Management, 66(2), 219-239.
115
附錄一 研究同意函
數位原生與數位移民資訊行為與互動現象 研究同意函
您好：
我是國立臺灣師範大學圖書資訊學研究所碩士生楊善茵，目前正在進行
「數位原生與數位移民代間資訊行為比較」。本研究訪談時間需花費30 分 鐘至1 個鐘頭，接下來介紹本研究相關資訊以提供您決定是否參與本研究。
研究目的與受訪者權利，說明如下 研究目的：
了解數位原生與數位移民在數位環境中的資訊行為，在資訊尋求過程 中和親屬產生的互動經驗之探討，現今的資源部分需要在數位環境中 獲取，本研究想了解不同世代在數位環境中如何進行資訊行為，在尋求 歷程中和親屬之間的互動現象。
研究方法：
本研究將透過深度訪談進行資料的蒐集，為了確實紀錄您所提供的細 節，訪談過程中我們為使後續資料整理與分析更加完整與精確，會在訪 談過程中進行錄音與摘要紀錄。
參與研究的權利：
1. 訪談過程中您有權利可以在任何時刻自由退出，本研究也會將您 參與紀錄全數銷毀。
2. 您參與研究中所產生的所有資料會謹慎保管，所有內容僅供研究 上使用並以匿名處理，以維護您的個人隱私。
3. 在研究過程中，您對於研究內容及個人權益有任何疑問，您有權 要求研究者做更詳盡的說明，讓您更了解完整的過程及參與研究 的權利與義務。
116
閱讀完上述說明後同意參與本研究，請您留下您的姓名與日期，以利 後續研究報告上的確認，請您留下電話或電子郵件，僅提供研究者後續確 認相關研究資料之使用，十分感謝您的協助！
研究參與者： （簽名）
日期： 年 月 日
電話：
電子郵件：
國立臺灣師範大學圖書資訊研究所 碩士班研究生 楊善茵 敬上 指導教授 吳美美 博士
117
附錄二 訪談大綱
數位原生與數位移民的資訊行為與互動現象之訪談大綱
性別： 教育程度： 使用哪些媒體：
出生年份： 職業類型： 個別媒體使用頻率：
一、 數位原生與數位移民工作/學業情境中的資訊行為
可以請您分享最近在工作/學業上中搜尋資料的例子？搜尋歷程？
使用哪些資源？如何評估資源？是否會進行分享？
使用哪些資源？如何評估資源？是否會進行分享？