課程資訊
課程名稱
 質性研究專題研討
Seminar in LIS Qualitative Research 
開課學期
 108-1 
授課對象
 文學院  圖書資訊學研究所  
授課教師
 林珊如 
課號
 LIS8026 
課程識別碼
 126 D1040 
班次
  
學分
 3.0 
全/半年
 半年 
必/選修
 選修 
上課時間
 星期三6,7,8(13:20~16:20) 
上課地點
 圖資研討二 
備註
 總人數上限：8人 
Ceiba 課程網頁
 http://ceiba.ntu.edu.tw/1081LIS8026_QR108 
課程簡介影片
 
核心能力關聯
 本課程尚未建立核心能力關連
課程大綱
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課程概述

The content of the course consists of four modules:
(1) Overview and Issues
(2) Qualitative research theories & perspectives
(3) Data collection and analysis methods
(4) Empirical studies
Assignments include a survey of qualitative research addressing LIS issues, a critical review of dissertation research or research project, an empirical study of a selected topic in LIS, and finally, and a term project that students carry out through the semester. 

課程目標
 The goals of this course are as follows：
1. Understand the philosophical underpinning for qualitative research which involves sociological, psychological, and linguistic traditions.
2. Understand theoretical foundations and applications of qualitative research in LIS and different approaches in examining issues and inquiries from the perspective of information behavior and more.
3. Familiar with various empirical data collection and analysis methods, and master at least one type of qualitative research method that would be relevant to the students’ own research interest.
4. Capable of conducting qualitative research and thereby build a foundation for dissertation level research design, data collection and analysis 
課程要求
 The class contains four written assignments, one mid-term report, and one semester?long research study project as the term project.
I. Assignments (45%)
Assignment 1: Topical Analysis of Qualitative Research in LIS (5%)
Assignment 2: Review of a Qualitative Research Study (10%)
Assignment 3: Field study – Participative Observation & Field Notes (15%)
Assignment 4: Field study – Long interview (15%)
II. Research Project: (55%)
Mid-point Progress Report (Oral): (5%)
Final Presentation (Oral): (15%)
Written Research Report: (35%) 
預期每週課後學習時數
  
Office Hours
  
指定閱讀
 待補 
參考書目
 Recommended Readings

Burnett, K. (2012). Qualitative research and the modern library. The Library
Quarterly, 82(4) 517-518.

Fidel, R. (1993). Qualitative methods in information retrieval research.
LISR, 15, 219-247.

The whole issue in JASIS, 53(14) – Perspectives on …Effective methods for
studying information seeking and use.

Kuhlthau, C. C. (2004). Seeking Meaning: A process approach to library and
information services. 2nd ed. Westport, CT: Libraries Unlimited. Chapter 2:
Learning As a Process. Chapter 3: The Information Search Process.

Sonnenwald, D. H. (1996). Collaboration during the design process: A case
study of communication, information behavior, and project performance. In:
Information Seeking in Context (pp.179-204). London: Taylor Graham.

Cibangu, S. K. (2013). A memo of qualitative research for information
science: Toward theory construction. Journal of Documentation, 69(2), 194-
213.

鄭陸霖. 產業研究的質化方法：反省與分享.
http://www.ios.sinica.edu.tw/cll/fieldreflect.htm
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Ethnography

Carlsson, H., Hanell, F. & Lindh, K. (2013). Exploring multiple spaces and
practices: a note on the use of ethnography in research in library and
information studies. Information Research, 18(3) paper C17.
http://InformationR.net/ir/18-3/colis/paperC17.html

＊Diane Klare & Kendall Hobbs (2011) Digital ethnography: Library web page
redesign among digital natives. Journal of Electronic Resources
Librarianship, 23:2, 97-110.
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Grounded theory

González-Teruel, A., & Abad-García, Francisca M. (2012). Grounded theory for
generating theory in the study of behavior. Library & Information Science
Research 34, 31–36.

＊Tan, J. (2010). Grounded theory in practice: Issues and discussion for new
qualitative researchers. Journal of Documentation, 66(1), 93-112.

Mansourian, Y. (2006). Adoption of grounded theory in LIS research. New
Library World, 107(9), 386-402.
doi:http://dx.doi.org/10.1108/03074800610702589
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Phenomenological approach

Budd, J. M., Hill, H., & Shannon, B. (2010). Inquiring into the real: A
realist phenomenological approach. The Library Quarterly, 80(3), 267-284.
Retrieved from http://search.proquest.com/docview/753822817?accountid=14229

Savolainen, R. (2007). Information source horizons and source preferences of
environmental activists: A social phenomenological approach. Journal of the
American Society for Information Science and Technology, 58(12), 1709-1719.
doi:http://dx.doi.org/10.1002/asi.20644

＊Budd, J. M. (2005). Phenomenology and information studies. Journal of
Documentation, 61(1), 44-59.
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Symbolic interaction

Westbrook, L., & Finn, J. (2012). Community information as boundary object:
Police responsibility for abuse survivors. Journal of Documentation, 68(6),
806-825. doi:http://dx.doi.org/10.1108/00220411211277055 [Symbolic
Interaction]

＊Fidishun, D. (2002). Symbolic interactionism and library research: using a
qualitative methodology to understand library interchange .Portal: Libraries
and the Academy,2(3),443-453.
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Participant Observation

＊Bedwell, L. & Banks, C. (2013). Seeing Through the Eyes of Students:
Participant Observation in an Academic Library. Partnership: the Canadian
Journal of Library and Information Practice and Research, 8(1), 1-17.

Cooper, J., Lewis, R. and Urquhart, C. (2004) "Using participant or non-
participant observation to explain information behaviour" Information
Research, 9(4) paper 184 [Available at http://InformationR.net/ir/9-
4/paper184.html]
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林珊如（2003）。本土化數位圖書館與博物館使用者研究：資訊需求、資訊搜尋與使用行為之探
討。台北市：文華。相關章節: 平埔研究

賴玲玲、蔡至欣(2009)。在家自學者網路論壇資訊行為初探：以讀經教育論壇為例。教育資料與
圖書館學，46(3)，403-436。

葉乃靜(2011). 日常生活中的資訊人。台北市:文華。
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Dissertations & Theses

1. Sonnenwald, Diane H. (1993). Communication in Design. (Ph.D.
Dissertation. Rutgers University).

2. Chang, Shanju L. (1995). Toward a multidimensional framework for
understanding browsing. (Ph.D. Dissertation. Rutgers University).

3. Erdelez, Sanda. (1995). Information Encountering: An Exploration Beyond
Information Seeking. (Ph.D. Dissertation. Syracuse University).

4. Rosenbaum, Howard. (1996). Managers and Information in Organizations:
Towards a structurational concept of the Information Use Environment of
Managers. (Ph.D. Dissertation. Syracuse University).

5. McKechnie, Lynne. (1996). Opening the “Preschoolers’ Door to Learning”:
An Ethnographic Study of the Use of Public Libraries by Preschool Girls.
(Ph.D. Dissertation).

6. 劉應琳，「閱讀研究：台大BBS Books版愛書人休閒閱讀之探討」。國立臺灣大學圖書館學研
究所，民國90年。(碩士論文) 線上民族誌

7. 李郁雅，「博士論文研究歷程中情境與資訊行為之探索：以植物分類學為例」。國立臺灣大學
圖書館學研究所，民國89年。(碩士論文) 紮根理論分析

8. 許禎芸，「提前退休教師日常生活資訊行為模式之探究」。國立臺灣大學圖書館學研究所，民
國96年。(碩士論文) 民族誌訪談

9. 賴坤玉，「台北市銘傳國小學童圖書館使用動機及影響因素之研究」。國立臺灣大學圖書館學
研究所，民國96年。(碩士論文) 參與式觀察等

10. 洪元元，「從使用者音樂聆賞歷程探討線上音樂分類架構」。國立臺灣大學圖書館學研究
所，民國98年。(碩士論文) 多元方法(日誌)

11. 莊馥瑄，「學術圖書館創新服務模式之研究」。國立臺灣大學圖書館學研究所，民國106年。
(博士論文) 個案研究 
評量方式
(僅供參考)
    
課程進度
週次
日期
單元主題
第0週
 置頂  文獻電子檔 
第1週
 2/23  [MODULE ONE: OVERVIEW]
Course Overview Self Introduction 
第2週
 3/02  Fundamentals of Qualitative Research 
第3週
 3/09  Social and Theoretical Issues 
第4週
 3/16  Group Discussion: Assignment 1 QR in LIS 
第5週
 3/23  [MODULE TWO: THEORETICAL AND EPISTEMOLOGICAL TRADITIONS]
Ethnography 
第6週
 3/30  Grounded Theory 
第7週
 4/06  Group Discussion: Assignment 2 
第8週
 4/13  Phenomenology & Hermeneutics 
第9週
 4/20  Symbolic Interaction 
第10週
 4/27  [MODULE THREE: DATA COLLECTION AND ANALYSIS METHODS]
Participant Observation 
第11週
 5/04  Group Discussion: Assignment 3 
第12週
 5/11  Ethnographic Interview 
第13週
 5/18  Group Discussion: Assignment 4 
第14週
 5/25  [MODULE FOUR: EMPIRICAL STUDIES]
Data Analysis: Using QR software 
第15週
 6/01  Project Work Day 
第16週
 6/08  Final: Research Presentation 
第17週
 6/15  Final: Research Presentation 
第18週
 6/22  Reflection and Evaluation