[目的/意义]将社交媒体应用于高校图书馆虚拟学习共享空间,探索其助力虚拟学习共享空间快速发展的有效途径,以践行图书馆服务由"以信息资源为中心"向"以学生学习为中心"的转变。[方法/过程]设计以QQ、微信等大学生喜爱善用的在线交流媒体为工具,以"学生服务团队"、主题驱动、多方协同、用户评价等为要素,构建、组织、管理虚拟学习共享空间的机制,并将这种机制应用于一个以"汽车"为主题的虚拟学习共享空间进行了实践研究。[结果/结论]实证研究和用户评价表明,以社交媒体作为工具构建高校图书馆虚拟学习共享空间,适合当下大学生个性化学习的需求;优化"学生服务团队"是其有效运行的关键因素;主题驱动和多方协同提升了其吸引力及其内涵,大学生学习成效显著,参与踊跃。
[Purpose/significance] This paper aims at investigating effective ways of applying social media to university library virtual learning commons (VLC), so as to boost the fast development of VLC, and practice the transformation of service idea of libraries from "information resources-centered" to "learner-centered".[Method/process] This paper designed a mechanism that employs QQ, WeChat and other online communication technologies enjoyed and well used by university students as tools and took the "student service team", the theme——driven factor, multi-collaboration, and the user-centered evaluation as key routes to construct, organize and manage the VLC. It also applied this mechanism to an automobile-theme-driven VLC.[Result/conclusion] The empirical research and user-centered evaluation show that it is useful for current university students to learn individually by VLCs that take social media as tools; optimizing the "student service team" is a key factor for VLC's effective operation; the theme-driven factor and multi-collaboration promote the attraction and implication of VLCs, so that university students' learning outcome is significant and they participate enthusiastically.
[1] 任树怀,胡礼忠.新兴技术环境下大学图书馆面临的挑战与对策[J].大学图书馆学报,2014(1):14-19.
[2] SANTOS I M, ALI N, HILL A. Students as co-designers of a virtual learning commons:results of a collaborative action research study[J].The journal of academic librarianship,2016,42(1):8-14.
[3] 卢志国.大学图书馆虚拟学习共享空间构建分析-以加拿大Manitoba大学图书馆虚拟学习共享空间为例[J].情报杂志,2008(10):96-99.
[4] 卢志国,郑光辉. 论Web2.0环境下虚拟学习社区的构建[J].情报资料工作,2009(2):36-39.
[5] LOERTSCHER D V, KOECHLIN K. Virtual learning commons and school improvement[J].Teacher librarian, 2012,39(6):20-24.
[6] SULLIVAN R. Common knowledge:learning spaces in academic libraries[J]. College & undergraduate libraries, 2010,17(2/3):130-148.
[7] 刘明祥.网络教育环境中虚拟学习空间和真实学习空间的有机结合[J].现代远程教育研究,2005(4):60-62.
[8] 李欣,刘明祥. 虚拟学习空间的建构与交互设计[J].中国电化教育,2008(8):95-98.
[9] LIPPINCOTT J K. Linking information commons to learning[EB/OL].[2016-12-23].http://www.educause.edu/research-andpublications/books/learning-spaces/chapter-7-linking information-commons-learning.
[10] 王瑜.加拿大高校图书馆学习共享空间服务经验探析[J]. 图书馆界,2015(6):30-34.
[11] 王翠英.基于社会网络视角的学习共享空间研究[J].图书馆建设,2012(4):36-39,42.
[12] 余鹏彦,陈珏静. 面向泛在学习的高校图书馆虚拟学习共享空间研究[J].图书馆学研究,2016(17):13-16.
[13] 鲍雪莹,赵宇翔,朱庆华. 社会化媒体信息共享虚拟空间特征及其对信息素养培育的启示[J].图书馆工作与研究,2015(9):104-108,112.
[14] 新媒体联盟(NMC),北京开放大学项目组编译.新媒体联盟地平线报告(2015高等教育版)[J].北京广播电视大学学报,2015(2):1-18.
[15] 蔡小筱,张敏,郑伟伟. 虚拟学术社区知识共享影响因素研究综述[J].图书馆,2016(6):44-49.
[16] 刘然,杨建国. 适合我国高教特点的学习共享空间探索与实践[J].图书馆建设,2016(S2):55-58.
[17] 周军杰,左美云. 线上线下互动、群体分化与知识共享的关系研究——基于虚拟社区的实证分析[J].中国管理科学,2012(3):185-192.
[18] CHIU C M, HSU E. Understanding knowledge sharing in virtual communities:an integration of social capital and social cognitive theories[J]. Decision support systems,2006,42(3):1872-1888.
[19] MILLER M D.Learning commons:the university of michigan experience[EB/OL].[2016-12-30]. http://works.bepress.com/mdmiller/1/.
[20] DEWEY B. Social, intellectual and, cultural spaces. creating compelling library environments for the digital age[J].Journal of library administration, 2008,8(1):85-94.
[21] BROWN-SICA M, SOBEL K, ROGERS E. Participatory action research in learning commons design planning[J]. New library world, 2010,111(7-8):302-319.
[22] MATTHEWS K E, ANDREWS V, ADAMS P. Social learning spaces and student engagement[J]. Higher education research & development,2011,30(2):05-120.
[23] 严贝妮,王运. 中外高校图书馆学习共享空间:资源、服务、建设视角的阐释[J].图书馆,2015(7):70-75.
[24] 梁士金.知识碎片化:移动社交媒体与图书馆的技术融合[J].现代情报,2015(11):54-58.