吳思華（2001）。〈知識經濟、知識資本、知識管理〉，吳思華（編），
《知識資本在台灣》，4: 11-50。台北：遠流。
殷允芃（1995）。《給編輯的話》。天下雜誌未出版之內部文件。
須文蔚、陳世敏（1996）。〈傳播學發展現況〉，《新聞學研究》，
53: 9-36。
陳順孝（2003）。《新聞控制與反控制：「記實避禍」的報導策略》。
台北：五南。
陳韜文（1999）。〈傳播教育的知識結構問題：思考分析與實務技術訓 練之間的張力〉，《新聞學研究》，59: 137-141。
陸鏗（2004）。《大記者三章》。台北：網路與書。
聯合報（2002）。《聯合報系編輯部資深記者資格辦法》。未出版之內 部文件。
潘家慶、羅文輝、臧國仁（1996）。〈傳播教育核心課程規劃〉，《新 聞學研究》，53: 85-105。
臧國仁（2000）。（關於傳播學如何教的一些想法—以「基礎新聞採 寫」課為例〉，《新聞學研究》，65: 19-56。
鍾蔚文、臧國仁（1994）。〈如何從生手到專家〉，臧國仁編，《新聞
「學」與「術」的對話》，頁 73-88。台北：政治大學新聞系。
鍾蔚文、臧國仁、陳百齡（1996）。〈傳播教育應該教些什麼？—幾個 極端的想法〉，《新聞學研究》，53: 107-129。
鍾蔚文、臧國仁、陳百齡、陳順孝（1997 年 6 月）。〈探討記者工作 的 知 識 基 礎 ： 建 立 分 析 架 構 〉 ， 「 1997 中 華 傳 播 學 會 研 討
會」，台北縣深坑。
Anderson, J. R. (1995). Cognitive psychology and its implications (4th ed.).
New York: Freeman and Company.
Anderson, J. R. (1988). The expert module. In M. C. Polson & J. Richardson (Eds.), Foundations of intelligent tutoring systems (pp. 21-83).
Hillsdale, NJ: Lawrence Erlbaum.
Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA:
Harvard University Press.
Blackler, F. (1995). Knowledge, knowledge work and organization: An overview and interpretation. Organization Studies. 16(16). 1021-1046.
Blundell, W. (1988). The art and craft of feature writing: Based on the Wall Street Journal guide. New York: New American Library.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Bolter, J. D. (1991). Writing space: The computer, hypertext, and the history of writing. Hillsdale, NJ: Lawrence Erlbaum.
Bush, V. (1945). As you may think. Atlantic Monthly, 176(1). 101-108.
Chi, M., Glaser, R., & Farr, M. (1988). The nature of expertise. Hillsdale, NJ:
Lawrence Erlbaum.
Conklin, J. (1993). Capturing organizational memory. In R. Baecker (Ed.), Groupware and computer-supported cooperative work (pp. 561-565).
San Mateo, CA: Morgan Kaufmann.
Cunningham, D. J., Duffy, T. M., & Knuth, R. A. (1993). The textbook of the future. In C. McKnight, A. A. Dillon & J. Richardson (Eds.), Hypertext: A psychological perspective (pp. 19-49). New York: Ellis Horwood.
Engelbart, D. C. (1991). Knowledge-domain interoperability and an open
hyperdocument system. In E. Berk & J. Dellin (Eds.), Hypertext/hypermedia handbook (pp. 397-412). New York: McGraw-Hill.
Fredin, E. S. (1997). Rethinking the news story for the internet: Hyperstory prototypes and a model of the user. Journalism & Mass Communication Monographs, 163, 1-47.
Gagne, E. D., Yekovich C. W., & Yekovich, F. R. (1993). The cognitive psychology of school learning (2nd ed.). New York: Harper Collins.
Gillingham, M. G. (1993). Effects of question complexity and reader strategies on adults’ hypertext comprehension. Journal of Research on Computing in Education, 26(1), 1-16.
Gupta, A., & McDaniel, J. (2002, October). Creating competitive advantage by effectively managing knowledge: A framework for knowledge management. Journal of Knowledge Management Practice. Retrieved July 10, 2004, from http://www.tlainc.com/articl39.htm
Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive process in writing (pp. 3-30). Hillsdale, NJ: Lawrence Erlbaum.
Jonassen, D. (1993). Effects of semantically structured hypertext knowledge bases on users’ knowledge structures. In C. McKnight, A. Dillon & J.
Richardson (Eds.), Hypertext: A psychological perspective (pp. 153-168). New York: Ellis Horwood.
Jonassen, D. H., Tessmer, M., & Hannum, W. H. (1999). Task analysis methods for instructional design. Mahwah, NJ: Lawrence Erlbaum.
Kellogg, R. T. (1999). The psychology of writing. Oxford: Oxford University Press.
Lanson, J., & Fought, B. C. (1999). News in a new century: Reporting in an age of converging media. Thousand Oaks, CA: Pine Forge Press.
Lawless, K. A., & Brown, S. W. (1997). Multimedia learning environments:
Issues pf learner control and navigation. Instructional Science, 25(2), 117-131.
Marshall, C. C. (1991). Aquqnet: A hypertext tool to hold your knowledge in place. Proceeding of the ACM conference on hypertext, 261-275.
Metzler, K. (1997). Creative interviewing: The writer’s guide to gathering information by asking questions. Boston: Allyn and Bacon.
Militello, L. G., & Hutton, R. J. G (1998). Applied cognitive task analysis: A practitioner’s toolkit for understanding cognitive task demands.
Ergonomics, 41(11), 1618-1641.
Minsky, M. (1986). The society of mind. New York: Simon and Schuster.
Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.
Nonaka, I., & Konno, N. (1998). The concept of ‘Ba’: Building foundation for knowledge creation. California Management Review, 40(3), 40-54.
Olson, J. R., & Biolsi, K. J. (1991). Techniques for representing expert knowledge. In K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise (pp. 240-285). Cambridge, UK: Cambridge University Press.
Park, I., & Hannafin, M. J. (1993). Empirically-based guidelines for the design of interactive multimedia. Educational Technology Research and Development, 41(3), 63-85.
Petre, M. (1995). Why looking isn’t always seeing: Readership skills and graphical programming. Communications of ACM, 38(6). 33-34.
Ramarapu, N. K., Frolick, M.N., Wilkes, R. B., & Wetherbe, J. C. (1997).
The emergence of hypertext and problem solving: An experimental investigation of accessing and using information from linear versus
nonlinear systems. Decision Sciences, 28(4), 825-849.
Ricardo, F. J. (2001). Hypertext and knowledge management. Proceedings of the twelfth ACM conference on Hypertext and Hypermedia, 217-226.
Rosch, E. (1978). Principles of categorization. In E. Rosch & B. B. Lloyd (Eds.), Cognition and categorization (pp. 27-48). Hillsdale, NJ:
Lawrence Erlbaum.
Rowe, P. G. (1987). Design thinking. Cambridge, MA: The MIT Press.
Rumbaugh, J., Blaha, M., Lorensen, W., Eddy, F., & Premerlani, W. (1991).
Object-oriented modeling and design. Englewood Cliffs NJ: Prentice Hall.
Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R.
J. Spiro, B. C. Bruce & W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 153-168). Hillsdale, NJ: Lawrence Erlbaum.
Rumelhart, D. E., & Norman, D. A. (1988). Representation in memory. In R.
C. Atkinson, R. C. Herrnstein, G. Lindzey & R. D. Luce (Vol. Eds.), Steves’ handbook of experimental psychology: Vol. 2. Learning and cognition (2nd ed.), (pp. 511-587). New York: John Wiley and Sons.
Rumelhart, D. E., & Norman, D. A. (1978). Accretion, tuning and restructuring: Three modes of learning. In J. W. Cotton & R. L.
Klatzky (Eds.), Semantic factors in cognition (pp. 37-53). Hillsdale, NJ: Lawrence Erlbaum.
Schank, R. C., & Abelson, R. P. (1977). Scripts, plans, goals and understanding: An inquiry into human knowledge structures.
Hillsdale, NJ: Lawrence Erlbaum.
Schraagen, M. J., Chipman, S. F., & Shalin, V. L. (Eds.). (2000). Cognitive task analysis. Hillsdale, NJ: Lawrence Erlbaum.
Spoehr, K. T. (1994). Enhancing the acquisition of conceptual structures
through hypermedia. In K. McGilly (Ed.), Classroom lessons:
Integrating cognitive theory and classroom practice (pp. 75-101).
Cambridge, MA: The MIT Press.
van Dijk, T. A. (1988). News as discourse. Hillsdale, NJ: Lawrence Erlbaum.
Villeneuve, A. Q., & Fedorowicz, J. (1997). Understanding expertise in information systems design. Decision Support System, 21, pp. 111-131.