社會科學的大學教師電子期刊論文閱讀行為研究

Study on Electronic Journal Articles Reading Behavior of Academic Faculty for Social Sciences

電子期刊受到學者喜愛，十分重要，但很少有關社會科學教師使用電子期刊的研究，值得探究。本論文主要探索社會科學大學教師電子期刊論文閱讀行為與特徵，探討學者閱讀論文方法與歷程，以及影響電子期刊論文閱讀之因素。本論文採用深度訪談法與關鍵事件法蒐集資料。研究者在2011年1月到4月間與武漢大學、北京大學及政治大學23位社會科學教師進行訪談，以學者最近深度閱讀的一篇電子期刊的關鍵事件論文探討有關教師電子期刊論文閱讀行為。本研究運用紮根理論分析發展電子期刊論文閱讀行為框架，包括：閱讀動機、閱讀環境與方法、閱讀歷程、閱讀結果、影響閱讀行為的背景脈絡與中介互動。本研究發現23位學者閱讀的電子期刊論文，包括15篇英文論文、7篇中文論文、1篇德文論文；學者閱讀論文時，13位學者在螢幕閱讀電子期刊論文，10位學者在列印的論文上閱讀，18位學者均出現螢幕瀏覽行為，可印證螢幕閱讀行為普遍出現。本論文歸納灣社會科學教師閱讀電子期刊論文出現六種行為：螢幕閱讀、螢幕部分閱讀、螢幕瀏覽、對照閱讀、列印閱讀與經典閱讀，並說明各行為特徵。

The study investigates the e-journal article reading behavior of academic faculty for social sciences and presents a preliminary framework. The project's qualitative methods consist of in-depth interviews of twenty three faculty members of Wuhan University, Peking University and National ChengChi University in China and Taiwan and ground theory analysis. The study shows that Chinese and Taiwanese social scientists rely on electronic journals and like reading journal articles in Chinese and in English, tending to read new articles. Ten faculty members read e-journal articles on a computer screen and thirteen read printed papers. A framework of e-journal article reading that has five dimensions is proposed: influence, context, interface, processing/ procedure, and consequence. Main factors influencing e-journal article reading are found, namely, article incident, language of article, digital environment, reading methods and reading time spent. Finally, a six-type taxonomy of e-journal article reading for social scientists is proposed: screen-based reading, screen-based collocating reading, screen-based partial reading, screen browsing, print reading, and classical paper reading. The value of the study can be further examined in the United States and Taiwan and used as reference designing e-journal information systems.