| 韩蕾倩,闫慧.不同情境下手机素养失衡及调节行为研究[J].中国图书馆学报,2020,46(5):74~93 |
| 不同情境下手机素养失衡及调节行为研究 |
| The Imbalance of Mobile Phone Literacy and Regulatory Behavior among Different Contexts |
| 投稿时间：2020-05-05 |
| DOI： |
| 中文关键词: 手机素养 信息素养 数字素养 素养失衡 调节行为 |
| 英文关键词: Mobile phone literacy Information literacy Digital literacy Literacy imbalance Regulatory behavior |
| 基金项目:本文系国家社会科学基金项目“数字中国背景下数字贫困消减行动研究”（编号:18BTQ007）的研究成果之一 |
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| 中文摘要: |
本文以智能手机应用程序（APP）作为研究场景,探讨中学教师在日常生活和工作任务两种不同情境下的手机素养差异,以及在新旧两种情境之间转换时对素养失衡状态的调节行为和影响因素。本研究采用民族志田野研究与日志访谈相结合的研究路径,数据采集使用了深度访谈、跟踪记录、参与式观察的方法,数据分析采纳了非参数检验、扎根理论和个案分析等方法。核心研究发现如下:①工作任务情境对中学教师的手机操作素养和信息素养的要求更高,对战略素养的要求更复杂；与日常生活情境相比,用户的手机操作素养和战略素养表现出较大的差异,但信息素养差异不显著。②中学教师在面对新的需要和任务情境时均产生了不同程度的素养失衡状态,所采取的调节行为划分为六类:互助探索、独立探索、尝试探索、寻求帮助、被动学习和放弃；其中独立探索、互助探索、尝试探索和寻求帮助属于主动调节行为,被动学习和放弃属于被动调节行为,满足现状和停滞不前属于非调节行为。③用户对手机素养失衡的调节行为主要受到情感特征、知识水平、社会支持三个因素的影响。图2。表8。参考文献26。
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| 英文摘要: |
The research questions to be answered in this paper include:What differences are there in the mobile phone literacy of high school teachers between two different contexts of daily life and work tasks? How do they adjust the imbalance of literacy between the contexts? What factors drive the literacy regulating behavior?
The authors adopt the mixed methods by combining ethnographic field study and diary interview The data collection methods consist of in-depth interviews, tracking records, and participatory observation The data analysis process is composed of non-parametric testing, grounded theory and case analysis This paper compares the performances of mobile phone operation literacy, information literacy and strategic literacy in two contexts of daily life and work tasks, and describes the user's mobile phone literacy regulating behavior and its influencing factors through case data.
The core research findings are as follows:1） Work task context has higher requirements for mobile phone operation literacy and information literacy on middle school teachers,and more complex requirements for strategic literacy compared with daily life context；There are significant differences between mobile phone operation literacy and strategic literacy, but not in information literacy 2） Middle school teachers have different levels of literacy imbalances in the face of new needs, especially work task contexts The regulatory behaviors are divided into six categories:mutual exploration, independent exploration, trial exploration, help-seeking, passive learning and giving-up Among them, independent exploration, mutual exploration, trial exploration and help-seeking are active regulating behaviors；passive learning and giving-up are passive regulating behaviors In addition, the two behaviors of satisfying the status quo and stagnation are unregulated behaviors 3） The user's literacy imbalance regulating behavior is mainly affected by the three factors of emotional characteristics, knowledge level, and social support.
Other groups of professional people except middle school teachers need to be exploredThe operability and integrity of the classification of mobile phone literacy need to be further improved, especially the catalytic effect of strategic literacy on operation literacy and information literacy It is also necessary to reveal the transformation relationships among the different types of regulating behavior of mobile phone literacy imbalance and its explanatory power in new technology trends.
The findings have direct reference to how users can better use the mobile Internet and how to provide high-quality literacy education services for information professionals in the future On the one hand, the penetration of smart phones in daily life and work puts forward higher requirements on users mobile phone literacy Only by continuously improving their strategic literacy can users get the opportunity to improve digital well-being On the other hand, smart phones have become the most important terminal equipment to get access to the Internet, which means that the information profession, including librarians should pay the same attention to the structure of mobile phone literacy and its changing laws as what they do to traditional information literacy and digital literacy brought by computers and the Internet They should incorporate specific contexts and mobile phone literacy into the information literacy curriculum, do better jobs of assisting smart phone use by various disadvantaged groups, and provide strong social support and diversified digital literacy education services for an equal information society.
This paper quantitatively compares the differences of three sorts of mobile phone literacy in daily life and work contexts, enriches the connotation of mobile phone literacy, extends the transformation of daily life context and work task context to all new contexts generated by new needs, and obtains the types of imbalance regulating behaviors and its influencing factors It is the first time to propose what kind of behavior users should take to adapt to different information needs and contexts, which comprehensively reveals the importance of mobile phone literacy in literacy education. 2 figs. 8 tabs. 26 refs.
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