㸯㸴㸬⏝⪅ࡢሗ⾜ື ⟃ἼᏛᅗ᭩㤋ሗ࣓ࢹ⣔ ᩍᤵ 㝃ᒓᅗ᭩㤋◊✲㛤Ⓨᐊ ᐊဨ Ꮫ㝔ᅗ᭩㤋ሗ࣓ࢹ◊✲⛉ ᑓᨷ㛗 㐓ᮧ⿱KLWV#VOLVWVXNXEDDFMS Ꮫࡢ୰࡛ᅗ᭩㤋ࡣ㸫᭱ึࡢ㉁ၥ㸫 Ꮫෆ࡛ࡢ⨨࡙ࡅ Ꮫタ⨨ᇶ‽ ᪥ᮏࡢᏛ⏕ ᪥ᮏࡢᏛᩍဨ ኚᐜࢆ⥆ࡅࡿ⏝⪅ࡢሗ⾜ື ⏝⪅ࡣ㸽 ♫ࡢኚ ࣘࢽࣂ࣮ࢧࣝࡋࡓᏛ ᑡᏊࡀ㏕ࡿ ᏛࡢᏑᅾព⩏ ⛉Ꮫᢏ⾡࣭Ꮫ⾡ᑂ㆟ Ꮫ⾡ሗጤဨ ሗᢏ⾡ࡢ㐍ᒎ ᅗ᭩㤋࠾ࡅࡿሗᢏ⾡ࡣఱ㸽 ࠕ㤋ࠖ᮶࡞࠸ᅗ᭩㤋⏝⪅ ࣥࢱ࣮ࢿࢵࢺࡣ 3& ࡼࡾࡶࢫ࣐࣍ ⏝⪅㛵ࢃࡿࡉࡲࡊࡲ࡞ᴫᛕ ࢹࢪࢱࣝࢿࢸࣈࢹࢪࢱ࣑ࣝࢢࣛࣥࢺ ࢹࢪࢱࣝࢿࢸࣈ A digital native is a person for whom digital technologies already existed when they were born, and hence has grown up with digital technology such as computers, the Internet, mobile phones and MP3s. ࢹࢪࢱ࣑ࣝࢢࣛࣥࢺ㸦⛣Ẹ㸧 A digital immigrant is an individual who grew up without digital technology and adopted it later. ࢯ࣮ࢩ࣓ࣕࣝࢹࡸ 7ZLWWHUࠊ/,1(ࠊ8VWUHDP ḟࠎ⌧ࢀࡿሗ㏻ಙᢏ⾡ࢆ࠸ࡇ࡞ࡍⱝ⪅ࢆ ୡ௦ㄽ⤖ࡧࡘࡅ࡚ከᵝ࡞ࡧྡࡀᏑᅾࡍࡿࠋ ࢹࢪࢱࣝࢿࢸࣈࡢ≉ᛶ 3& ࣜࢸࣛࢩ࣮ࡣ㧗࠸ ᭩ࡃࡢࡣ 3& ࡀ౽ 利用者の情報行動 223 ࣥࢱ࣮ࢿࢵࢺ㸻3& ࡛࠶ࡿ ࣀ࣮ࢺ 3& ࡣ⏬㠃ࡀᑠࡉࡃ࡚౽ ࢸࣞࣅࢆヰ㢟ࡋ࡞ࡃ࡞ࡗࡓ ື⏬ࡣぢࡿࡶࡢ ࢽ࣮ࣗࢫࡣ ࢙࢘ࣈࡣ ᅗ᭩㤋ࡣ ྖ᭩㈨᱁࠾ࡅࡿࠕᅗ᭩㤋ሗᢏ⾡ㄽࠖ ᅗ᭩㤋ᴗົᚲせ࡞ᇶ♏ⓗ࡞ሗᢏ⾡ࢆಟᚓࡍࡿࡓࡵࠊࢥࣥࣆ࣮ࣗࢱ➼ࡢᇶ♏ࠊᅗ᭩㤋ᴗ ົࢩࢫࢸ࣒ࠊࢹ࣮ࢱ࣮࣋ࢫࠊࢧ࣮ࢳ࢚ࣥࢪࣥࠊ㟁Ꮚ㈨ᩱࠊࢥࣥࣆ࣮ࣗࢱࢩࢫࢸ࣒➼ࡘ࠸࡚ゎㄝ ࡋࠊᚲせᛂࡌ࡚₇⩦ࢆ⾜࠺ࠋ ࢥࣥࣆ࣮ࣗࢱࢿࢵࢺ࣮࣡ࢡࡢᇶ♏ ሗᢏ⾡♫ Ѝە༢ඖ᭷ࡾ㸦ሗ $%&㸧 Ѝە༢ඖ᭷ࡾ㸦ሗ $&㸧 ᅗ᭩㤋࠾ࡅࡿሗᢏ⾡ά⏝ࡢ⌧≧ Ѝ ᅗ᭩㤋ᴗົࢩࢫࢸ࣒ࡢ⤌ࡳ Ѝ ࣮࣒࣮࣍࣌ࢪࡼࡿሗࡢⓎಙࢆྵࡴ ࢹ࣮ࢱ࣮࣋ࢫࡢ⤌ࡳ Ѝە༢ඖ᭷ࡾ㸦ሗ $%&㸧 Ѝە༢ඖ᭷ࡾ㸦ሗ %㸧 ࢧ࣮ࢳ࢚ࣥࢪࣥࡢ⤌ࡳ Ѝە༢ඖ᭷ࡾ㸦ሗ $%㸧 㟁Ꮚ㈨ᩱࡢ⟶⌮ᢏ⾡ Ѝ ࢥࣥࣆ࣮ࣗࢱࢩࢫࢸ࣒ࡢ⟶⌮ Ѝە༢ඖ᭷ࡾ㸦ሗ $%&㸧 ࢿࢵࢺ࣮࣡ࢡࢭ࢟ࣗࣜࢸࠊࢯࣇࢺ࢙࢘ཬࡧࢹ࣮ࢱ⟶⌮ࢆྵࡴ ࢹࢪࢱ࣮ࣝ࢝ࣈ Ѝ㸦ᩥሗ㈨※ࡋ࡚㛵㐃ࢥ࣒ࣛࡣ࠶ࡾ㸧 ᭱᪂ࡢሗᢏ⾡ᅗ᭩㤋 Ѝڹඛ➃ᢏ⾡ࡋ࡚㛵㐃༢ඖ᭷ࡾ㸦ሗ $&㸧 Ꮫ⏕ࢯ࣮ࢩ࣓ࣕࣝࢹ ᤵᴗ୰ࡢ 616 ⏝ /,1( ࣖࣇ࣮▱ᜨ⿄ 8VWUHDP 㓄ಙ Ꮫ⾡ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ࠾ࡅࡿሗ⾜ືࡢኚᐜ ◊✲⪅ホ౯ 㟁Ꮚࢪ࣮ࣕࢼࣝࡢࣥࣃࢡࢺࡑࡋ࡚2SHQ$FFHVV0HJD-RXUQDOࠊ$3& ⱝᡭ◊✲⪅ࡢሗ⾜ືࡣ㏆ᮍ᮶ࢆኚ࠼ࡿ㸽 Ꮫ⾡ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡶࡓࡽࡉࢀࡓ᪂ᢏ⾡ ,7& 㥆ᰁࢇࡔࠕ ᖺୡ௦ࠖࡀᏛ⾡ୡ⏺ࡢᵝ┦ࢆኚ࠼ࡿ" $UWLFOH/HYHO0HWULFV $OWPHWULFV 2SHQ$FFHVV $FFHVV5HXVH 'DWD&HQWULF6FLHQFH'DWD&XUDWLRQ'DWD/LEUDULDQ'DWD6WHZDUG 224 利用者の情報行動 㟁Ꮚ᭩⡠ In all fields, many young scholars, and particularly graduate students, are especially leery of putting ideas and data out too soon for fear of theft and/or misinterpretation. Given these findings, we caution against assumptions that “millennials” will change the social landscape of scholarship by virtue of their facility with cell phones and social networking sites. There is ample evidence that, once initiated into the profession, newer scholars—be they graduate students, postdoctoral scholars, or assistant professors—adopt the behaviors, norms, and recommendations of their mentors in order to advance their careers. Of course, teenagers eventually develop into adults. Moreover, given the complex motivations involved in sharing scholarly work and the importance of peer review as a quality and noise filter, we think it premature to assume that Web 2.0 platforms geared toward early public exposure of research ideas or data are going to spread among scholars in the most competitive institutions. These platforms may, however, become populated with materials, such as protocols or primary data, that established scholars want to disseminate in some formal way but without undergoing unnecessary and lengthy peer review. It is also possible, based on our scan of a variety of “open peer-review” websites, that scholars in less competitive institutions (including internationally), who may experience more difficulty finding a highstature publisher for their work, will embrace these publication outlets. Harley, Diane; Acord, Sophia Kyzys; Earl-Novell, Sarah; Lawrence, Shannon. Assessing the Future Landscape of Scholarly Communication: An Exploration of Faculty Values and Needs in Seven Disciplines.UC Berkeley; Center for Studies in Higher Education. http://escholarship.org/uc/item/15x7385g ⟃ἼᏛሗᏛ⩌▱㆑ሗ࣭ᅗ᭩㤋Ꮫ㢮࡛ࡢ⤒㦂 Ꮫ⏕ືྥ ⡆౽㸟⣲᪩ࡃ㸟 Ꮫ୍ᖺ⏕ࡢ⮬ᕫホ౯ ࣏࣮ࣞࢺࢆ᭩ࡃࡇࡢᏳ ሗ᥈⣴㛵ࡍࡿ᰿ᣐ࡞ࡁ⮬ಙ ᩍ⛉ࠕሗࠖࡢᙳ㡪 ࣓࣮ࣝ ࢱࣆࣥࢢ :RUG([FHO 3RZHUSRLQW ࢧ࣮ࢳ࢚ࣥࢪࣥ ࣓ࢹࣜࢸࣛࢩ࣮ :HE ࣈࣛ࢘ࢨ ࢿࢵࢺ≢⨥ ሗࢭ࢟ࣗࣜࢸ ሗ⌮ +70/ *8, &8, ⴭసᶒ ࣉࣟࢢ࣑ࣛࣥࢢ ࢘࢟࣌ࢹ㸭࣐ࢰࣥ 'LJLWDOQDWLYHV㸽 㓄ᕸ㈨ᩱၥ㢟 利用者の情報行動 225 ⦪ࢫࢡ࣮ࣟࣝ ࢥࣆ࣌✼ ࣟࢢศᯒࢺࣛࢵ࣮࢝ࡼࡿᐇ㦂⤖ᯝ *RRJOH<DKRRࡢ⏝ 3& ᦠᖏࡢ⏝ ᅗ᭩㤋࡛ࡢㄢ㢟ᐇ㦂 ࢡࣟ⌧ ㈚ฟࢹ࣮ࢱศᯒࡽぢࡿ⏝⪅ ᅗ᭩㤋ࢧ࣮ࣅࢫࡣ࠺ኚࢃࡗ࡚࠸ࡃࡢ㸽 ᅗ᭩㤋ࢧ࣮ࣅࢫࡢᅾࡾ᪉ HOHDUQLQJࠊᶵ㛵࣏ࣜࢪࢺࣜࠊሗࣜࢸࣛࢩ ࣮ࣛࢽࣥࢢࢥࣔࣥࢬ 㣧㣗࣭࣭࣭ 23$& ࡢᅾࡾ᪉ ࢹࢫ࢝ࣂ࣮ࣜࢧ࣮ࣅࢫ ࡍࡄධᡭ࡛ࡁ࡞࠸ࣇࣛࢫࢺ࣮ࣞࢩࣙࣥ ᩍ⫱Ꮫ⩦ࡢ༠ྠ Ꮫಟ ࢡࢸࣈ࣮ࣛࢽࣥࢢࡗ࡚ఱ㸽 ㌿Ꮫ⩦ ࢩࣛࣂࢫ ࣒࢝ࣜ࢟ࣗࣛࡢ㐃ື Ꮫ⏕ࡢពぢࢆ⫈ࡃ From novels and textbooks to reading clubs and guest lectures, libraries play an important part of our communities. As more people distribute and access information through the Internet. Already, libraries are becoming more connected to their surrounding communities. The library of 2030 will draw on elements of museums, theatres, parks, and schools. Libraries will blend these together to create spaces designed to serve, understand, and represent their communities. Librarians in 2030 will have the opportunity to play an expanded role in their communities. In addition to library science skills like information systems design, data visualization, and resource management, they will be skilled community advocates and coordinators. The trust and affection people have for libraries ensures that they have the potential to exist long after physical books are replaced with e-books; libraries will continue to be a special space for learning, sharing, reflection, and for community voices to be heard. Librarians should have a degree in Library Sciences, and should also consider minoring in a humanities or social science, such as social work, law, political science, history or anthropology. A background in business administration and management would also be an asset. Librarians in 2030<http://careers2030.cst.org/jobs/librarian/> 226 利用者の情報行動 2015ᖺ7᭶15᪥ Ꮫᅗ᭩㤋㛗ᮇ◊ಟ 1.Ꮫ䛾୰䛷ᅗ᭩㤋䛿䠛䠉᭱ึ䛾㉁ၥ䠉 2.ኚᐜ䜢⥆䛡䜛⏝⪅䛾ሗ⾜ື 3.⏝⪅䛻㛵䜟䜛䛥䜎䛦䜎䛺ᴫᛕ 4.ྖ᭩㈨᱁䛻䛚䛡䜛䛂ᅗ᭩㤋ሗᢏ⾡ㄽ䛃 5.Ꮫ⏕䛸䝋䞊䝅䝱䝹䝯䝕䜱䜰 6.Ꮫ⾡䝁䝭䝳䝙䜿䞊䝅䝵䞁䛻䛚䛡䜛ሗ⾜ື䛾ኚᐜ 7.⟃ἼᏛሗᏛ⩌▱㆑ሗ䞉ᅗ᭩㤋Ꮫ㢮䛷䛾⤒㦂 8.ᅗ᭩㤋䝃䞊䝡䝇䛿䛹䛖ኚ䜟䛳䛶䛔䛟䛾䛛䠛 ⏝⪅䛾ሗ⾜ື ⟃ἼᏛᅗ᭩㤋ሗ䝯䝕䜱䜰⣔ ᩍᤵ ⟃ἼᏛᏛ㝔ᅗ᭩㤋ሗ䝯䝕䜱䜰◊✲ ⛉ᅗ᭩㤋ሗ䝯䝕䜱䜰ᑓᨷ ᑓᨷ㛗 㐓ᮧ⿱䠄䛔䛴䜐䜙 䜂䜝䛧䠅 2 1.᭱ึ䛾㉁ၥ (1)Ꮫෆ䛷䛾⨨䛵䛡 1.䛒䛺䛯䛾Ꮫ䛾⮬៏䛷䛝䜛䛣䛸䛿ఱ䛷䛩䛛䠛 2.䛒䛺䛯䛾Ꮫ䛾Ꮫ⏕ᩘ䛿䠛 3.䛒䛺䛯䛾Ꮫ䛾Ꮫ⏕䛾ᤵᴗฟᖍ⋡䛿䠛 4.Ꮫ⏕䛻䜘䜛䛒䛺䛯䛾Ꮫ䛾ᅗ᭩㤋‶㊊ᗘ䛿䠛 5.䛒䛺䛯䛾ᅗ᭩㤋䛾⮬៏䛷䛝䜛䛣䛸䛿ఱ䛷䛩䛛䠛 6. 䛒䛺䛯䛾ᅗ᭩㤋䛾㜀ぴᖍᩘ䛿 7.Ꮫ⏕୍ேᙜ䛯䜚䛾ᖺ㈚ฟᩘ䛿䠛 8.ᅗ᭩㤋䛜ຊ䜢ධ䜜䛶䛔䜛ᅗ᭩㤋䝃䞊䝡䝇䛿䠛 9.䛒䛺䛯䛾ᅗ᭩㤋䛻༠ຊⓗ䛺ᩍဨ䛿ఱே䛔䜎䛩䛛䠛 10.Ꮫ⏕䛜ᅗ᭩㤋䛻ᑐ䛧䛶‶䛻ᛮ䛳䛶䛔䜛䛣䛸䛿䠛 ▱㆑/ሗ䛿ຊ 㛵ಀሗ䜢ධᡭ䛩䜛䛣䛸 ⓗ☜䛺ฎ⌮ ᐇែ䜢ᢕᥱ䛩䜛䛣䛸 ᪉䜢ቑ䜔䛩䛣䛸 4 5 (2)Ꮫタ⨨ᇶ‽ Ꮫෆ䛷䛾䜔䜚䛸䜚 ᅗ᭩㤋䛾䜔䜛䛣䛸䛳䛶䛚㔠䛛䛛䜛䜘䛽 Ꮫ䛷䛾Ꮫ䜃䛿䛂Ꮫಟ䛃 Ꮫ䛷䛾Ꮫ䜃䛾ᮏ㉁䛿䚸ㅮ⩏䚸₇⩦䚸ᐇ㦂䚸 ᐇ⩦䚸ᐇᢏ➼䛾ᤵᴗ㛫䛸䛸䜒䛻䚸ᤵᴗ䛾䛯䜑 䛾๓䛾‽ഛ䚸ᚋ䛾ᒎ㛤䛺䛹䛾యⓗ䛺Ꮫ 䜃䛻せ䛩䜛㛫䜢ෆᅾ䛧䛯䛂༢ไ䛃䛻䜘䜚ᙧ ᡂ䛥䜜䛶䛔䜛 䛷䜒ᅗ᭩㤋䛜ゝ䛖䜣䛰䛳䛯䜙 䛔䛔䛛䛺 7 8 利用者の情報行動 227 䠍༢䛿45㛫䛾Ꮫಟ䜢せ䛩䜛 ᪥ᮏ䛾Ꮫ⏕ ༞ᴗ༢124༢䛷䛒䜜䜀 ᤵᴗ䛻䛿ฟᖍ䛩䜛 ᤵᴗ䛸Ꮫ⩦䛾䝞䝷䞁䝇䛿Ⰻ䛟䛺䛔 㧗ᰯ䛸Ꮫ䛾㐪䛔䛜䜟䛛䜙䛺䛔 䝊䝭 ༞ᴗ◊✲䛾ẚ㔜䛜㧗䛔 ⬟ືⓗ䛺Ꮫಟ䠛 Ꮫಟᨭ䛜ᚲせ 124༢㽢45㛫䠙5,580㛫 ୍ᖺᖹᆒ1,395㛫 㛤ㅮᮇ㛫୰䚸୍᪥ᖹᆒ8㛫䛾Ꮫಟ 9 (4)᪥ᮏ䛾Ꮫᩍဨ ୍㐌䛒䛯䜚䛾ᤵᴗ௨እ䛾Ꮫ⩦㛫 26㛫௨ୖ 21Ͳ25 16Ͳ20 11Ͳ15 6Ͳ10 1Ͳ 5 0 10 2.4% 1.9% 3.2% 7.3% 18.4% 57.1% 9.7% ᢸᙜ䝁䝬ᩘ ᖹᆒ8䝁䝬 タ⨨ู䞉㢟ู䞉✀㢮ู䛷ከᵝ 17 ᪥ᮏ䛾Ꮫᩍဨ 䜰䜽䝔䜱䝤䝷䞊䝙䞁䜾 ᩍဨ䛻䜘䜛୍᪉ྥⓗ䛺ㅮ⩏ᙧᘧ䛾ᩍ⫱䛸䛿␗䜚䚸 Ꮫಟ⪅䛾⬟ືⓗ䛺Ꮫಟ䜈䛾ཧຍ䜢ྲྀ䜚ධ䜜 䛯ᩍᤵ䞉Ꮫ⩦ἲ䛾⥲⛠䚹Ꮫಟ⪅䛜⬟ືⓗ䛻Ꮫಟ 䛩䜛䛣䛸䛻䜘䛳䛶䚸ㄆ▱ⓗ䚸⌮ⓗ䚸♫ⓗ⬟ຊ䚸 ᩍ㣴䚸▱㆑䚸⤒㦂䜢ྵ䜑䛯ỗ⏝ⓗ⬟ຊ䛾⫱ᡂ䜢 ᅗ䜛䚹ⓎぢᏛ⩦䚸ၥ㢟ゎỴᏛ⩦䚸య㦂Ꮫ⩦䚸ㄪ ᰝᏛ⩦➼䛜ྵ䜎䜜䜛䛜䚸ᩍᐊෆ䛷䛾䜾䝹䞊䝥䞉 䝕䜱䝇䜹䝑䝅䝵䞁䚸䝕䜱䝧䞊䝖䚸䜾䝹䞊䝥䞉䝽䞊䜽➼ 䜒᭷ຠ䛺䜰䜽䝔䜱䝤䞉䝷䞊䝙䞁䜾䛾᪉ἲ䛷䛒䜛 ୍㐌䛾άື㛫 ᩍ⫱ ◊✲ ♫㈉⊩ 䛭䜜௨እ 11.5Ͳ16.5㛫 18.5Ͳ22.5㛫 4.5Ͳ 9.0㛫 10.0Ͳ11.0㛫 20 228 利用者の情報行動 19 22 (1)⏝⪅䛸䛿䠛 Ꮫ㒊⏕◊✲䜈䛾ᨭ UndergraduateResearch 䛂◊✲䛻ᇶ䛵䛟Ꮫ⩦䛃䜢᥎ዡ ୰ಇᶞ.Ꮫኈㄢ⛬䛾Ꮫ⏕䛻◊✲య㦂䛿ᚲ せ䛛.ྡྂᒇ㧗➼ᩍ⫱◊✲.2011.no.11. p.1711Ͳ190. 24 (2)♫䛾ኚ 27 (2)♫䛾ኚ 䝴䝙䝞䞊䝃䝹䛧䛯Ꮫ ᑡᏊ䛜㏕䜛 Ꮫ䛾Ꮡᅾព⩏ ⛉Ꮫᢏ⾡䞉Ꮫ⾡ᑂ㆟ Ꮫ⾡ሗጤဨ Ꮫ⾡ሗጤဨ 28 (3)ሗᢏ⾡䛾㐍ᒎ 31 ⇞↝ᕤᏛ◊✲ᐊᏛ㝔⏕ ᅗ᭩㤋䛻䛚䛡䜛ሗᢏ⾡䛸䛿ఱ䠛 ୖ㐨ⲁ ㄽᩥ䛾᥈䛧᪉䞉ㄞ䜏᪉ http://www.slideshare.net/akaneuemichi/ssͲ19884095 䛂㤋䛃䛻᮶䛺䛔ᅗ᭩㤋⏝⪅ 䜲䞁䝍䞊䝛䝑䝖䛿PC䜘䜚䜒䝇䝬䝩 32 33 利用者の情報行動 229 (1)䝕䝆䝍䝹䝛䜲䝔䜱䝤 (2)䝕䝆䝍䝹䜲䝭䜾䝷䞁䝖䠄⛣Ẹ䠅 Adigitalnativeisapersonforwhomdigital technologiesalreadyexistedwhentheywere born,andhencehasgrownupwithdigital technologysuchascomputers,theInternet, mobilephonesandMP3s. ⌧ᅾ䛾Ꮫ⏕䛿≀ᚰ䛴䛔䛯䛛䜙䜲䞁䝍䞊 䝛䝑䝖䚸ᦠᖏ㟁ヰ䚸ື⏬䚸㟁Ꮚሗ※䜢⏝䛔 䛯⎔ቃ䛻䛔䜛䚸䛔䜟䜖䜛䝕䝆䝍䝹䝛䜲䝔䜱䝤䛷 䛒䜛䚹 Adigitalimmigrantisanindividualwhogrew upwithoutdigitaltechnologyandadoptedit later. ᡂ㛗䛧䛶䛛䜙䚸䝕䝆䝍䝹ᢏ⾡䛻⩦⇍䛧䛯䜒䛾 䜢䝕䝆䝍䝹䜲䝭䜾䝷䞁䝖䛸䜆䛣䛸䛜䛒䜛䚹 36 35 (3)䝕䝆䝍䝹䝛䜲䝔䜱䝤䛾≉ᛶ 䝋䞊䝅䝱䝹䞉䝯䝕䜱䜰䜔䜽䝷䜴䝗䝁䞁䝢䝳䞊䝔䜱 䞁䜾䛥䜙䛻Twitter䚸Ustream䚸LINE䛸ḟ䚻䛻⌧ 䜜䜛ሗ㏻ಙᢏ⾡䜢䛔䛣䛺䛩ⱝ⪅䜢ୡ௦ ㄽ䛸⤖䜃䛴䛡䛶ከᵝ䛺䜃ྡ䛜Ꮡᅾ䛩䜛䚹 a.PC䝸䝔䝷䝅䞊䛿㧗䛔 b.᭩䛟䛾䛻䛿PC䛜౽ c.䜲䞁䝍䞊䝛䝑䝖䠙PC䛷䛒䜛 d.䝜䞊䝖PC䛿⏬㠃䛜ᑠ䛥䛟䛶౽ e.䝔䝺䝡䜢ヰ㢟䛻䛧䛺䛟䛺䛳䛯 f.ື⏬䛸䛿ぢ䜛䜒䛾 2000ᖺୡ௦(millennials)䚸76ୡ௦䚸86ୡ௦䚸䝕䝆䝍䝹 䝛䜲䝔䜱䝤➨1ୡ௦/➨2ୡ௦䚸䝛䜸䝕䝆䝍䝹䝛䜲䝔䜱 䝤䞉䞉䞉 䝕䝆䝍䝹䝛䜲䝔䜱䝤䛾≉ᛶ䛸䛧䛶䕿䛜䛴䛟䛾䛿䠛 37 (3)䝕䝆䝍䝹䝛䜲䝔䜱䝤䛾≉ᛶ 38 ᅗ᭩㤋Ᏻ(LibraryAnxiety) ᪥ᮏ䛾Ꮫ⏕䛿ㄞゎᏛ⩦⬟ຊ䛿㧗䛔䛜䚸 ITC⬟ຊ䛿ప䛔 Ꮫᅗ᭩㤋䛿䛝䛔 䛹䛣䛻ఱ䛜䛒䜛䛛䜟䛛䜣䛺䛔 䛔᪉䛜」㞧 䜸䝸䜶䞁䝔䞊䝅䝵䞁ཷ䛡䛯䛡䛹䚸䜘䛟䜟䛛䜙䛺䛔 䝺䝣䜯䝺䞁䝇䝃䞊䝡䝇䜟䛛䜚䛻䛟䛔 䛣䜣䛺䛣䛸⪺䛔䛶䛔䛔䛾䛛䛺 ᛴ䛔䛷䛔䜛䛾䛻䞊 41 230 利用者の情報行動 42 ửМဇẲễẟᵍМဇẴỦ ử ⏝䛧䛺䛔⌮⏤ ⏝䛧䛺䛔⌮⏤ – 䝺䝆䝳䝯䚸ᩍ⛉᭩䚸䝜䞊䝖䛜䛒䜜䜀ຮᙉ䛷䛝䜛 – ⾜䛟ᬤ䛜䛺䛔䠄䝞䜲䝖䚸䝃䞊䜽䝹䚸䝕䞊䝖䠅 – 䛭䜒䛭䜒ຮᙉ䠋Ꮫ⩦䜢䛧䛺䛔䠛 – 㟁Ꮚ䝆䝱䞊䝘䝹䚸㟁Ꮚ䝤䝑䜽䛷⏝䛜㊊䜚䜛 – (㈚ฟ䛩䜜䜀䠅◊✲ᐊ䛾᪉䛜సᴗ⎔ቃ䛜䛔䛔 ⏝䛩䜛⌮⏤ ⏝䛩䜛⌮⏤ – ᐇ㦂䠋䝺䝫䞊䝖䜔༞ᴗ◊✲䛾୍㒊 – 㛫䛜✵䛔䛯䛛䜙䛺䜣䛸䛺䛟 – ᪂⪺䜔୍⯡㞧ㄅ䜢ㄞ䜐 – ᙼ/ᙼዪ䜢㏄䛘䛻⾜䛟 – 㟁Ꮚ䛥䜜䛶䛔䛺䛔㈨ᩱ䛾⏝ – 㤋እᣢ䛱ฟ䛧ྍ䛾㈨ᩱ䜢䛖సᴗ – 䝋䝣䜯䛷ᐷ㌿䛜䛳䛶ㄞ᭩䠄䛭䛾䜎䜎ᐷ䜛…䠛䠅 47 46 ẮỮễỊỶἶ ỉẮỮễểẮỨầἒἳ ᚲせ䛻㏕䜙䜜䛶⾜䛳䛯䛾䛻㟂せ䛻ୖᡭ䛟ᛂ䛨䛶 䛔䛺䛔ᅗ᭩㤋 䠎䛴䛾⌮⏤䛾Ꮡᅾ䛜ព㆑䛥䜜䛶䛔䛺䛔䠛 – ⏝䛜䛺䛔䛾䛜ᝏ䛔䛣䛸䛸䛿㝈䜙䛺䛔䠄㟁Ꮚ⎔ቃ 䜢ᩚഛ䛩䜜䜀ᚲせ䛻㏕䜙䜜䛯⏝䛿ῶ䜛䚹 – ᯫ⨨䛜䜟䛛䜚䛻䛟䛔䚸」䛻㛫䛜䛛䛛䜛䚸 ᚲせ䛺㈨ᩱ䛜䛺䛔etc… –䛂⏝⪅䛾㛫䜢⠇⣙䛫䜘䛃䠅 ⾜䛝䛯䛟䛺䜙䛺䛔ᅗ᭩㤋 – ᪉䛺䛟䛳䛶䛔䜛䛣䛸䛸䚸ዲ䜣䛷䛳䛶䛔䜛䛣䛸 䛾ΰྠ – ᐙල䛾䛔ᚰᆅ䚸↓⥺LAN➼䛾⎔ቃ䚸⏝ྍ⬟ 䛺䝇䝨䞊䝇䛾ၥ㢟䚸䝕䝄䜲䞁䚸䠄ே䛜䛔䛺䛔䠅 䛂⾜䛝䛯䛔ᅗ᭩㤋䛃䜢┠ᣦ䛧䛴䛴䛂ᚲせ䛻㏕䜙䜜 䛯䛃ே䛻䜒ᛂᑐ䛩䜛䛻䛿…䠛 ᚲせ䛻䜒ᛂ䛨䛶䛔䛺䛔䛧䚸䛺䛻䜒䛺䛔䛻⾜䛝 䛯䛟䜒䛺䜙䛺䛔ᅗ᭩㤋 48 䛂ᅗ᭩㤋ሗᢏ⾡ㄽ䛃 50 ᮡᮏ㔜㞝⦅.䛂ᅗ᭩㤋ሗᢏ⾡ㄽ䛃.2014. (1)ᴫせ ᅗ᭩㤋ᴗົ䛻ᚲせ䛺ᇶ♏ⓗ䛺ሗᢏ⾡䜢 ಟᚓ䛩䜛䛯䜑䛻䚸䝁䞁䝢䝳䞊䝍➼䛾ᇶ♏䚸 ᅗ᭩㤋ᴗົ䝅䝇䝔䝮䚸䝕䞊䝍䝧䞊䝇䚸 䝃䞊䝏䜶䞁䝆䞁䚸㟁Ꮚ㈨ᩱ䚸䝁䞁䝢䝳䞊䝍䝅䝇䝔 䝮➼䛻䛴䛔䛶ゎㄝ䛧䚸ᚲせ䛻ᛂ䛨䛶₇⩦䜢⾜䛖 1.ሗᢏ⾡䛸ᅗ᭩㤋 2.䝁䞁䝢䝳䞊䝍䛸䝛䝑䝖䝽䞊䜽䛾ᇶ♏▱㆑ 3.䜲䞁䝍䞊䝛䝑䝖䜢⏝䛧䛯ሗ䛾Ⓨಙ 4.㟁Ꮚᩥ᭩䛸㟁Ꮚฟ∧,㟁Ꮚ᭩⡠ 5.ᅗ᭩㤋䝅䝇䝔䝮 6.䝛䝑䝖䝽䞊䜽ሗ㈨※䛸䝯䝍䝕䞊䝍 7.ᅗ᭩㤋䝃䞊䝡䝇䛻䛚䛡䜛䝛䝑䝖䝽䞊䜽ሗ㈨※䛾⏝ 8.ᅗ᭩㤋䛾ሗ䝅䝇䝔䝮䛾Ᏻᛶ䛸ಙ㢗ᛶ 9.䝛䝑䝖䝽䞊䜽㔘㏑䛷䛾ᅗ᭩㤋䝃䞊䝡䝇 㧗ᰯᩍ⛉䛂ሗ䛃䛷༙ศ䛿ᩍ䜟䛳䛶䛔䜛 52 65 利用者の情報行動 231 (1)◊✲⪅ Ꮫ⏕䛸䝋䞊䝅䝱䝹䝯䝕䜱䜰 ᤵᴗ୰䛾Twitter.⏝ Ustream㓄ಙ 䝡䝤䝸䜸䝞䝖䝹 ᅗ᭩㤋ሗᏛ䝏䝱䞁䝛䝹 67 (2)㟁Ꮚ䝆䝱䞊䝘䝹䛾䜲䞁䝟䜽䝖 69 (3)ⱝᡭ◊✲⪅䛾ሗ⾜ື䛿㏆ᮍ᮶䜢ኚ䛘䜛䠛 ᅗ᭩㤋◊✲⪅ࡀ᮶࡞ࡃ࡞ࡗࡓ yGn 70 71 㻔㻡㻕㻻㼜㼑㼚㻌㻭㼏㼏㼑㼟㼟㻩㻌㻭㼏㼏㼑㼟㼟㻌㻗㻌㻾㼑㼡㼟㼑 (4)Ꮫ⾡䝁䝭䝳䝙䜿䞊䝅䝵䞁䛻䜒䛯䜙䛥䜜䛯᪂ᢏ⾡ 䜸䞊䝥䞁䜰䜽䝉䝇䛜䝡䝆䝛䝇䛻䛺䛳䛯௦䛻 ITC䛻㥆ᰁ䜣䛰䛂ⱝ䛔ୡ௦䛃䛜Ꮫ⾡ୡ⏺䛾ᵝ┦䜢ኚ䛘䜛䠛 䠝䡎䡐䡅䠿䡈䡁 LevelMetrics Altmetrics 72 232 利用者の情報行動 73 (7)㟁Ꮚ᭩⡠ 㻔㻢㻕㻰㼍㼠㼍㻌㻯㼑㼚㼠㼞㼕㼏㻌㻿㼏㼕㼑㼚㼏㼑 DataScience DataCuration ⡿ᅜ㸣 ᕞ ᪥ᮏ ࡞ࡐ᪥ᮏࡣ㐜ࢀ࡚࠸ࡿࡢ ᪥ᮏḢ⡿ࡣ᱆ࡢᕪࡀ࠶ࡿ ᅗ᭩㤋䛿ఱ䛜䛷䛝䜛䛛䠛 㧗➼ᩍ⫱ࢆ⮬ᅜㄒ࡛⾜࠼ࡿᅜ࡞ࡢ ఱ䜢䛧䛺䛟䛶䛿䛺䜙䛺䛔䛛䠛 6KDUHG3ULQW DDADemandͲDrivenͲAcquisition PDAPatronͲDrivenͲAcquisition 74 (1)Ꮫ⏕ືྥ 75 Ꮫ୍ᖺ⏕䛾⮬ᕫホ౯ ሗ᥈⣴䛻㛵䛩䜛᰿ᣐ䛺䛝⮬ಙ 䝺䝫䞊䝖䜢᭩䛟䛣䛸䜈䛾Ᏻ CiNii䛿▱䜙䛺䛔 䝣䝸䞊䝷䜲䝎䞊 ⡆౽䛻䟿 ⣲᪩䛟䟿 Ꮫ⏕䛿ᛁ䛧䛔 䛂ᩥ䛃䛿᭩䛟 㛗䛔ㄽ⌮ⓗ䛺ᩥ❶䜢᭩䛟ᶵ䛜䛺䛔 79 80 b.䜴䜱䜻䝨䝕䜱䜰 䜰䝬䝌䞁 ᩥ⊩䜢᥈䛧䛶䝺䝫䞊䝖䜢᭩䛟ㄢ㢟 Tulips䠄䠫䠬䠝䠟䠅䛾䛔᪉䛸ㄳồグྕ➼䜢ᩍ䛘䜛 ▱䜙䛺䛔䜒䛾䜢ㄪ䜉䜛 ᑠㄝ䜔䝗䝷䝬䛾タᐃ䜢ㄪ䜉䜛 Ꮫ⏕䛾䝺䝫䞊䝖సᡂᡭ㡰 1.᳨⣴ᡓ␎䜢⪃䛘䜛 2.Tulips䠄⟃ἼᏛ䠫䠬䠝䠟䠅䛷᳨⣴ 3.ᅗ᭩䚸㞧ㄅㄽᩥ䚸ᶵ㛵䝸䝫䝆䝖䝸䝁䞁䝔䞁䝒䜢ᩘ௳Ⓨぢ 4.䜸䞁䝷䜲䞁䛷ㄞ䜑䜛䜒䛾᭱ึ䛾1,2௳䛰䛡䛷䝺䝫䞊䝖సᡂ 5.䛭䛾䛣䛸䜢ᝏ䜃䜜䛪䛻䝺䝫䞊䝖సᡂసᴗᡭ㡰䛻グ䛩 ྾䜢䛩䜛䜘䛖䛻Google䜢䛖 81 85 利用者の情報行動 233 c. Digitalnatives䠛 ᩍ⛉䛂ሗ䛃䛷ᒚಟ䛧䛯ෆᐜ䛻䛴䛔䛶 ᖹᡂ27ᖺ ᖹᡂ26ᖺ ᖹᡂ23ᖺ Q Q Q 74 80 [1]Word 70 74 [2]Excel 57 66 [3]PowerPoint 11 30 [4]㟁Ꮚ䝯䞊䝹䛾㏦䜚᪉ 16 26 [5]HTML䛾グ㏙ἲ 26 45 [6]Web䝤䝷䜴䝄䛾⏝᪉ἲ 22 28 [7]䝃䞊䝏䜶䞁䝆䞁䛾⏝᪉ἲ 56 50 [8]䝯䝕䜱䜰䝸䝔䝷䝅䞊(ⴭసᶒ䛺䛹) 39 41 [9]䝛䝑䝖≢⨥䛸䛭䛾ᑐᛂ 16 23 [10]ሗ䝉䜻䝳䝸䝔䜱 ͤ」ᩘᅇ⟅ 86 䛹䛾䛔᪉䛷䛻ᦠᖏ㟁ヰ䞉䝇䝬䞊䝖 䝣䜷䞁䜢⏝䛧䛶䛔䜎䛩䛛䠛 ಶேᡤ᭷䛾㟁Ꮚᶵჾ ᖹᡂ27ᖺ ᖹᡂ26ᖺ Q Q 䝕䝇䜽䝖䝑䝥䝟䝋䝁䞁 䝜䞊䝖䝟䝋䝁䞁 䝍䝤䝺䝑䝖PC(iPad䛺䛹) ᦠᖏ㟁ヰ PHS 䝇䝬䞊䝖䝣䜷䞁 16 77 12 7 1 103 ᖹᡂ23ᖺ Q 㻝㻝 㻢㻡 㻡 㻝㻤 㻠 㻤㻢 ᦠᖏ㟁ヰ 㻟㻣 㻣㻢 㻝 㻥㻜 㻥 ͤ」ᩘᅇ⟅ ㏻ヰ 䝯䞊䝹 䜴䜵䝤䝨䞊䝆 㜀ぴ 䝇䝬䞊䝖䝣䜷䞁 ᖹᆒ್ 䠄ྜィ100䠂䠅 37.5 33.3 25.0 4.2 0.0 䜰䝥䝸 䛭䛾䠄䠂䠅 Windows[1] MacOS[2] Linux[3] 234 利用者の情報行動 䜲䞁䝍䞊䝛䝑䝖 34.2 42.6 0.5 䜰䝥䝸 䛭䛾䠄䠂䠅 䝃䞊䝏䜶䞁䝆䞁 ⏝᭶ 106 101 ᖹᆒ 21 17 100.2 ᭱ 192 3 8 ᭱ᑡ ͤ」ᩘᅇ⟅ 䝯䞊䝹 䜴䜵䝤䝨䞊䝆 㜀ぴ 䜲䞁䝍䞊䝛䝑䝖䞉 䝃䞊䝏䜶䞁䝆䞁⏝Ṕ ⏝䛧䛯䛣䛸䛾䛒䜛䝟䝋䝁䞁䛾OS ᖹᡂ27ᖺ ᖹᡂ26ᖺ (n=107) (n=103) ㏻ヰ ᖹᆒ್ 䠄ྜィ100䠂䠅 9.0 13.7 37 ͤᖹᡂ27ᖺQ ⏝᭶ ᖹᆒ ᭱ ᭱ᑡ 100.1 192 0 ͤᖹᡂ27ᖺQ 䜲䞁䝍䞊䝛䝑䝖୍᪥ᖹᆒ⏝㛫 䝟䝋䝁䞁䛛䜙 ᦠᖏ䞉䝇䝬䝩䛛䜙 ྜィ 䝃䞊䝏䜶䞁䝆䞁୍᪥ᖹᆒ⏝ᅇᩘ 㗪攻炷⸛⛯炸 2.1 2.6 4.7 എᮠ˄ᒣ൷˅ ͤᖹᡂ27ᖺQ 䝟䝋䝁䞁䛛䜙 5.5 ᦠᖏ䞉䝇䝬䝩䛛䜙 8.4 13.8 ྜィ ͤᖹᡂ27ᖺQ e.⦪䝇䜽䝻䞊䝹䛸䛛䝇䝬䝩ᙳ䛸䛛 G㓄ᕸ㈨ᩱၥ㢟 䝟䝽䝫䜢㓄ᕸ㈨ᩱ䛸䛩䜛䛳䛶䠛 ⦪䝇䜽䝻䞊䝹䛰䛡䛷ሗ᳨⣴䜢῭䜎䛫䜘 䛖䛸䛧䛶䛔䜛䠛 䛧䛳䛛䜚ㄞ䜏㎸䜐䚸䛸䛔䛖䛣䛸䛜䛷䛝䛺䛔䚹 䝇䝬䝩౫Ꮡ䠛 94 f.✼ 95 g.䝇䝷䜲䝗ᙳ ே䛾ㅮ₇୰䛻iPhoneᇽ䚻䛸䛰䛧䛶䛂䝟䝅䝱䝑䛃䛳䛶㡢ฟ䛧䛶䝇䝷䜲䝗䜢 ᙳ䛧䛶䜛ே㐩䛳䛶ᮏᙜ䛻䛺䜣䛺䛾䠛☜䛛䛻ⴭసᶒἲୖ䛿⚾ⓗ」 〇䛰䛛䜙ἲⓗ䛻䛿ၥ㢟䛺䛔䛸ᛮ䛖䛡䛹䚸ᖖ㆑ⓗ䛺䝬䝘䞊䛸䛧䛶䛹䛖䛺 䛾䜘䚸䛳䛶䛔䛖䝺䝧䝹䛾ヰ䚹䛭䛖䛔䛖ே㐩䛿䛂↓㡢䜹䝯䝷䛃䛾䝎䜴䞁䝻䞊 䝗䛩䜙䛷䛝䛺䛔䛾䠛ㅮ ₇୰䛿ఱ䜒㡢䜢❧䛶䛪㟼⢔䛻䛩䜉䛝䚸䛸 ゝ䛳䛶䛔䜛䜟䛡䛷䛿䛒䜚䜎䛫䜣䚹䝅䝱䞊䝨䞁䛾㡢䚸᳔Ꮚ䜢ᘬ䛟㡢䚸㏵ ୰㏥ฟ䛷Ṍ䛟㡢䚸PC䛷䝯䝰䜢䛸䜛䛾䛻䜻䞊 䝪䞊䝗䜢䛯䛯䛟㡢䚸㠃ⓑ䛡 䜜䜀➗䛖ኌ䚸䛭䛖䛔䛖䛾䛿㡢䛜ฟ䛶↛䜛䜉䛝䛷䛧䜗䛖䚹䛧䛛䛧䚸ᦠᖏ䛾 䜹䝯䝷䛿㡢䜢ᾘ䛩ᡭẁ䛿䛒䜛䜟䛡䛷䛩䛧䚸䜐䛧䜝䛭䛣䜎䛷䛧䛶 䝇䝷䜲䝗 䜢䛤䛸グ㘓䛧䛶ᖐ䜚䛯䛔䛺䜙䚸䛝䛱䜣䛸䝕䝆䜹䝯➼䛾㟼✜䛺グ㘓ᶵ ჾ䜢⮬ศ䛷⏝ព䛧䛶䛟䜛䛣䛸䜒䛷䛝䜛䛿䛪䛷䛩䚹ᡭẁ䜢䛝䛱䜣䛸㑅䜉䜀 ᾘ䛩䛣䛸䛜 䛷䛝䜛㡢䛺䛾䛻䚸ᾘ䛩ດຊ䜢䛫䛪䛻ㅮᖌ䛾ヰ䛾ኌ䛾ఏ㐩 䜢㜼ᐖ䛩䜛䛾䛿䚸⫈⾗䛾ែᗘ䛸䛧䛶ኻ♩䛷䛿䛺䛔䛾䛰䜝䛖䛛䚸 䛂↓᩿䛷ᘬ⏝䛿䛔䛡䛺䛔䛃 їᘬ⏝䛿↓᩿䛷䛩䜛䜒䛾 䝁䝢䝨㊙ᡫ 96 97 利用者の情報行動 235 (1)ᅗ᭩㤋䝃䞊䝡䝇䛾ᅾ䜚᪉ (2)䝻䜾ศᯒ䛸䜰䜲䝖䝷䝑䜹䞊䛻䜘䜛ᐇ㦂⤖ᯝ eͲlearning ᶵ㛵䝸䝫䝆䝖䝸 ሗ䝸䝔䝷䝅 䝷䞊䝙䞁䜾䝁䝰䞁䝈 㣧㣗䞉䞉䞉 ⟃ἼᏛ୰ኸᅗ᭩㤋䜢ሙ䛸䛧䛯ᐇ㦂 Ꮫ⏕䛸ᅗ᭩㤋ဨ䛻ྠ䛨᥈⣴䜢䛧䛶䜒 䜙䛔䚸㐪䛔䜢ㄪᰝ䛩䜛 䚸ᅗ᭩㤋䝃䞊䝡䝇䛻ఱ䛜ồ䜑䜙䜜䛶䛔 䜎䛩䛛䠛 98 (2)OPAC䛾ᅾ䜚᪉ 107 (3)ᩍ⫱Ꮫ⩦䛸䛾༠ྠ Ꮫಟ 䜰䜽䝔䜱䝤䝷䞊䝙䞁䜾䛳䛶ఱ䠛 ㌿Ꮫ⩦ 䝅䝷䝞䝇 ㄞ䜣䛷䜎䛩䛛䠛 䜹䝸䜻䝳䝷䝮䛸䛾㐃ື 䛺䛬OPAC䛿䝃䞊䝏䜶䞁䝆䞁䛾䜘䛖䛻䛘 䛺䛔䛾䛛䠛 䝕䜱䝇䜹䝞䝸䞊䝃䞊䝡䝇 䛩䛠䛻ධᡭ䛷䛝䛺䛔䝣䝷䝇䝖䝺䞊䝅䝵䞁 Ꮫ⏕䛾ሗ᥈⣴⾜ື䜢䜒䛳䛸䜒䜘䛟▱䛳䛶䛔䜛 䛾䛿ᅗ᭩㤋ဨ䠛 108 (4)Ꮫ⏕䛾ពぢ䜢⫈䛟 ᪥䝷䞊䝙䞁䜾䝁䝰䞁䝈 2008ᖺタ 2008ᖺ ᩍᐊ 2009ᖺ ᩍᐊ 2010ᖺ ᅗ᭩㤋ሗᏛᅗ᭩㤋๓䛻 Ꮫ⏕䛿ఱ䜢⪃䛘䛶䛔䜛䛾䛛䠛 110 236 利用者の情報行動 109 113 䜎䛸䜑 බ❧ᅗ᭩㤋䛻䛄䜰䞁䝛䛾᪥グ䛅䛺䛹 376䛾ᮏ䜢ᐤ㉗䛧䛯䛔䟿 ⏝⪅䛾ሗ⾜ື䛸䛿䠛 ᅗ᭩㤋䠄ဨ䠅䛜ಙ㢗䛥䜜䜛䛣䛸 ᅗ᭩㤋Ᏻ䜢ᑠ䛥䛟䛩䜛 ᩍ⫱Ꮫಟᨭ 䛔䜝䛔䜝䛺ྍ⬟ᛶ. ◊✲ᨭ ఱ䛜䛷䛝䜛䠛ఱ䜢䛩䜛䜉䛝䠛 䛄䜰䞁䝛䛾᪥グ䛅䜢බ❧ᅗ᭩㤋䛻ᐤ㉗䛧䜘䛖䟿 䛿䛨䜑䜎䛧䛶䚸㉥ᒣ䛸⏦䛧䜎䛩䚹⚾䛿䚸⟃ἼᏛᏛ㝔ᅗ᭩㤋ሗ䝯䝕䜱䜰 ◊✲⛉䛷䚸ᅗ᭩㤋ሗᏛ䜢Ꮫ䜣䛷䛚䜚䚸බ❧ᅗ᭩㤋䜢◊✲ᑐ㇟䛸䛧䛶䛔䜎 䛩䚹⌧ᅾ䚸 ᅗ᭩㤋ሗᏛⱝᡭ䛾ALIS䛾䝯䞁䝞䞊䛸䛧䛶άື䛧䛶䛔䜎䛩䚹 බ❧ᅗ᭩㤋䛷䛿䚸ᅗ᭩䜢㉎ධ䛩䜛㈝⏝䛿㝈䜙䜜䛶䛔䜛䛯䜑䚸᪂หᅗ᭩䛾 ㉎ධ䛜ඃඛ䛥䜜䚸◚䜙䜜䜛䛺䛹ẋᦆ䛥䜜䛯㈨ᩱ䛾㉎ධ䛿ᚋᅇ䛧䚸䜒䛧䛟䛿 ⿵ሸ䛧䛺䛔⮬య䛻䛺䜛䛣䛸䜢⚾㐩䛿ᠱᛕ䛧䛶䛔䜎䛩䚹䛭䛾䛯䜑ᅇ䚸බ❧ ᅗ᭩㤋䜈䛄䜰䞁䝛䛾᪥グ䛅䜢䛿䛨 䜑䚸ẋᦆ䛥䜜䛯㈨ᩱ䛾ᐤ㉗䜢䛩䜛䛯䜑䝥䝻 䝆䜵䜽䝖䜢❧䛱ୖ䛢䜎䛧䛯䟿 බ❧ᅗ᭩㤋䛻ᐤ㉗䛩䜛䛯䜑䛾ᮏ376䛾㉎ධ䛾䛯䜑䚸ⓙᵝ䛻䛤༠ຊ䜢䛚 䛽䛜䛔䛧䛯䛔䛷䛩䚹ᐅ䛧䛟䛚㢪䛔⮴䛧䜎䛩䟿 123 124 利用者の情報行動 237
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