• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >(Re)creating the academic library as place for the 21st century? A critical analysis of discourse in discussions of academic library planning and design.
【24h】

(Re)creating the academic library as place for the 21st century? A critical analysis of discourse in discussions of academic library planning and design.

机译：（重新）创建21世纪的大学图书馆？对大学图书馆规划与设计讨论中话语的批判性分析。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Taking a critical realist constructionist perspective and using Norman Fairclough's critical discourse analysis as a methodology, the aims of this study were to: (1) identify and describe interpretative repertoires activated in a corpus of selected texts from the LIS literature on academic libraries planning and design; (2) describe and interpret the order of discourse constituted in those texts; (3) critically analyze the effects of the discursive construction of the academic library as space and place for learning; and (4) provide a perspective on what is involved in planning and designing academic libraries as meaningful places in the life of the users. Eight texts were purposively selected to constitute a corpus for discourse analysis (Beagle, 1999, 2004, 2009; Bennett 2003, 2006, 2008; Halbert, 1999; and Tramdack, 1999). The intensive analysis of these texts led to the description of three essential interpretative repertoires: (1) Libraries as Information Commons (IC); (2) Libraries as Learning Commons (LC); and (3) Libraries Designed for Learning (LDL). Further examination of discursive activity and of the context around discourse construction showed that the activation of these interpretative repertoires contributes to the constitution of a higher order of discourse, that of the Academic Library as Learning Place (ALLP). Critical analysis focused on the examination of the effects this discourse may have on professional practices and the planning and design of academic libraries; three types of effects were found to be relevant to practitioners: (1) the production by the LIS community of discourse on academic libraries of a sizable body of literature on the information commons and on the learning commons; (2) the construction of new types of libraries on the commons model proposed by Beagle; and (3) the metaphorization of the library as business. Finally, it was found that from the perspective of architectural planning and design, the texts failed to discuss architectural space and place in a meaningful way. In conclusion, it is suggested that future discussions need to address the desirable physical, emotional, and environmental qualities of library spaces designed so that learning can happen.
机译：本研究以批判的现实主义建构主义观点为基础，并使用诺曼·费尔克劳（Norman Fairclough）的批判性话语分析作为一种方法，其目的是：（1）识别并描述从LIS文献中有关大学图书馆规划和设计的精选文本中激活的解释性库。 ; （2）描述和解释这些文本所构成的话语顺序； （3）批判性地分析了大学图书馆话语建设作为学习空间和场所的影响； （4）提供有关规划和设计大学图书馆作为用户生活中有意义位置的内容的观点。目的是选择八个文本来构成语篇分析的语料库（Beagle，1999，2004，2009； Bennett，2003，2006，2008； Halbert，1999；和Tramdack，1999）。对这些文本的深入分析导致对三个基本解释性目录的描述：（1）图书馆作为信息共享（IC）； （2）图书馆作为学习共享区（LC）； （3）专为学习设计的图书馆（LDL）。对话语活动和话语建构背景的进一步研究表明，这些解释性库的激活有助于话语的更高层次的构成，即大学图书馆作为学习场所（ALLP）。批判性分析的重点是检查这种话语可能对专业实践以及大学图书馆的规划和设计产生的影响；发现与从业者有关的三种类型的影响：（1）LIS社区在大学图书馆中制作有关信息共享和学习共享的大量文献的论述； （2）在比格尔（Beagle）提出的公共模型上构建新型图书馆； （3）将图书馆比喻为商业。最后，发现从建筑规划和设计的角度来看，这些文本未能以有意义的方式讨论建筑空间和场所。总之，建议未来的讨论需要解决图书馆空间的理想的物理，情感和环境质量，以便能够进行学习。

著录项

  • 作者

    Closer-Crane, Catherine.;

  • 作者单位

    Emporia State University.;

  • 授予单位 Emporia State University.;
  • 学科 Anthropology Medical and Forensic.;Information Science.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 236 p.
  • 总页数 236
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:37:45

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号