圖書館支持行動學習的研究趨勢：2009～2018年學術期刊文獻回顧

Trends of Library-Supported Mobile Learning: A Review of 2009-2018 Journal Publications

圖書館擁有豐富的館藏資源，具有支持研究、教學與學習等方面的重要任務。本研究以活動設計策略、應用領域、圖書館類型和研究議題的角度，針對Scopus資料庫中，2009∼2018年圖書館支持行動學習的文獻進行回顧與分析。研究結果得知，圖書館支持行動學習的研究，以採用探究學習模式為最多，其次為情境式行動學習。與學術圖書館相關的研究，最常採用行動學習活動的設計策略為直接引導學習法；在專門圖書館方面，以探究學習模式最常被採用；數位圖書館則是結合實際場域的學習活動，配合探究學習模式。圖書館支持行動學習在應用領域的部分，以未涉及應用領域（如探討學習者對圖書館支持行動學習的使用感受、經驗等）最多，其次為科學，再次為歷史文化。這些研究討論的議題側重於學習者的學習感受、動機與知識的學習，而在培養學習者的高層次思考及合作學習傾向的討論較少。根據本研究結果提出一些研究議題和對未來圖書館支持行動學習的建議。

Libraries, with a large amount of resources, play the role of supporting people in various aspects, such as research, teaching and learning. This study reviews and analyzes the library-supported mobile learning studies published in the Scopus database from 2009 to 2018 from the perspectives of library types, learning strategies adopted, application domains, and research issues. According to the analysis results, most of the studies of library-supported mobile learning studies focused on inquiry-based learning, followed by contextual mobile learning. Academic libraries have the most commonly used action learning design strategies are direct-guided learning methods; special libraries are most commonly used in inquiry-based learning models; digital libraries are based on actual fields. Learning activities, the most commonly used inquiry learning mode. The library supports the part of action learning in the field of application, with the largest number of unbound learning areas, the second is science, and the third is history and culture. The topics discussed in these studies focus on learners’ learning, motivation, and knowledge learning, while there is less discussion in cultivating learners’ high-level thinking and cooperative learning tendencies. As well, based on the results of this study, some research topics and suggestions for future library support action learning are proposed.