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課程名稱 |
心理學理論於圖資研究中之應用
Psychological Theories in Library and Information Science Research |
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開課學期 |
112-2 |
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授課對象 |
文學院 圖書資訊學研究所 |
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授課教師 |
黃麗珉 |
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課號 |
LIS5109 |
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課程識別碼 |
126 U1720 |
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班次 |
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學分 |
3.0 |
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全/半年 |
半年 |
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必/選修 |
選修 |
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上課時間 |
星期四2,3,4(9:10~12:10) |
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上課地點 |
圖資會議室 |
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備註 |
總人數上限：15人 |
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課程簡介影片 |
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核心能力關聯 |
核心能力與課程規劃關聯圖 |
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課程大綱
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課程概述 |
Scholars in Library and Information Science (LIS) apply theories and models as conceptual frameworks from a variety of research domains, such as psychology, sociology, communication, and education. Theories and models from different branches of psychology have been applied in many studies within the LIS field, covering areas such as librarianship, readers’ advisory, information-seeking behavior, information retrieval, human-computer interaction (HCI), and user experience (UX) design. This course aims to introduce both classical and contemporary psychological theories and models that have been applied to research in the LIS field. These include Erikson’s Stages of Development, Piaget’s Cognitive Stage Theory, Vygotsky’s Sociocultural Theory, Bandura’s Social Cognitive Theory, Sweller’s Cognitive Load Theory, Gibson’s Ecological Theory of Development, Bronfenbrenner’s Social Ecological Model, Deci and Ryan’s Self-Determination Theory, various Personality Theories, Emotion Theories, the Cognitive-Affective-Behavioral Framework, and Developmental Neuroscience. |
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課程目標 |
By the end of the course, students will be able to:
1. Distinguish between metatheories, theories, and models, and understand the importance of establishing theoretical frameworks in research.
2. Identify key theories/models from the psychology domain that have been applied to the LIS research field and understand the concepts within these theories/models.
3. Enhance their ability to think critically and reason scientifically to evaluate psychological claims, both in research and in everyday life.
4. Apply theories/models from the psychology domain to address research problems in which they are interested. |
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課程要求 |
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預期每週課後學習時數 |
5 |
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Office Hours |
每週四 12:30~13:20 |
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指定閱讀 |
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參考書目 |
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評量方式
(僅供參考) |
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No. |
項目 |
百分比 |
說明 |
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1. |
In-class participation |
10% |
Students are expected to read the assigned reading materials in advance and be prepared with questions and reflections for their peers’ presentations. |
2. |
Literature synthesis and presentation |
50% |
Master students are required to prepare a literature synthesis and presentation twice during this course. They need to either select two journal publications from the required reading list or search for two scientific articles that align with their own research interests. The selected articles must represent two different theories listed on the syllabus. Students should consult with the instructor in advance if they wish to use self-selected articles.
Doctoral students are required to select two theories that are listed on the syllabus and prepare in-class presentations twice in the semester. Students are expected to read the original work of the theory, as well as the theory chapter written by Miller, P.H.. |
3. |
Research proposal |
40% |
At the end of the course, students are required to submit a 10-page (single-spaced) research proposal applying a theory they have learned from this course. Students should demonstrate the knowledge they have acquired from the course in the proposal. The elements of the proposal should include a problem statement, research question(s), a justification for using a theory/model from the psychology domain, the research design, and possible limitations. Students also need to prepare a 20-minute presentation for their proposals. |
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針對學生困難提供學生調整方式 |
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上課形式 |
提供學生彈性出席課程方式 |
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作業繳交方式 |
學生與授課老師協議改以其他形式呈現 |
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考試形式 |
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其他 |
由師生雙方議定 |
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