| 杨思洛,张一鸣.iSchools院校研究的跨学科特征:文献计量分析的视角[J].中国图书馆学报,2020,46(6):55~74 |
| The Interdisciplinary Characteristics of iSchools Research:From the Perspective of Biblimetrics Analysis |
| iSchools院校研究的跨学科特征:文献计量分析的视角 |
| Received:September 16, 2019 Revised:December 23, 2019 |
| DOI： |
| Key words:iSchools Interdisciplinary Knowledge outcome Knowledge diffusion |
| 中文关键词: iSchools 跨学科 知识产出 知识流动 引文分析 图书情报学 |
| 基金项目:本文系国家社会科学基金重点项目“中国人文社科学术成果的国际影响力综合评价研究”（编号:17ATQ009）的研究成果之一 |
|
| Hits: 1009 |
| Download times: 547 |
| Abstract: |
Interdisciplinarity is the nature of iSchools. This work depicts the interdisciplinary landscape of iSchools from research outcomes（publication）,knowledge diffusion（input:reference,output:citation） and school level based on the WoS publications of 36 iCaucus members in iSchools from 2009 to 2018. Interdisciplinarity is measured by three indicators,namely,variety,balance,and intensity. We found that:
1）The interdisciplinary characteristics of research outcomes are high subject variety and high subject imbalance. Firstly,the papers published by iSchools include 227 disciplines,covering 8937% of the WoS subject classification; the number of disciplines involved in the papers is generally increasing. Secondly,the publications are relatively concentrated on a few disciplines such as library and information science and computer science. In addition,the overall interdisciplinary intensity of research outcomes is 5681%,which means 5681% of publications involved two or more disciplines,reflecting their multidisciplinary nature.
2）The interdisciplinary characteristics of knowledge diffusion are high subject variety and relatively high subject imbalance. Firstly,knowledge input and knowledge output cover around 254 WoS subject classifications,which shows researches of iSchools are relatively open. Secondly,according to the cumulative percentage of the disciplinary distribution,the top ten disciplines in knowledge input and output have respectively reached 44% and 46%,indicating the relative concentration of knowledge diffusion. In addition,the interdisciplinary intensity of knowledge input is 5471%,indicating that iSchools have cited many papers from other disciplines,and their development is mainly related to the cross-border integration of multidisciplinary knowledge. The interdisciplinary intensity of knowledge output is 5511%,which indicates that iSchools papers have been widely cited by papers from other disciplines,and iSchools have formed a strong capacity to output and to infiltrate knowledge to other disciplines.
3）The interdisciplinary characteristics of iSchools members are quite different. The interdisciplinary diversity of UC Irvine,Cornell University,and Monash University are at the forefront,while the interdisciplinary diversity of Humboldt University of Berlin,San Jose State University,and Renmin University of China lag behind. UC Irvine and Cornell University publish very low percentages of papers in library and information science. According to the factor analysis of research outcomes,knowledge input,and knowledge output,36 colleges can be divided into six categories:library information,computer science,data science,education research,communication,and management. The number of colleges in the library and information category is the largest.
4）Library and information science is closely related to iField,but significant differences also exist. Library and information science is the subject with the highest proportion of research outputs and the most important source of knowledge for the iField. But the proportion is not high,with 2287% in research outcomes,1305% in reference,and 888% in cited paper. It also indicates a downward trend over time. The tendency of iSchools to eliminate library and information science is obvious. In addition,though many colleges are currently classified in library and information science subject,many of them have a clear trend of diversification.
There are several limitations in this study. Taking the iCaucus member as an example to explore the interdisciplinary characteristics of iSchools researches,the generalizability of its conclusions needs to be further verified. Second,in addition to the diversity,balance,and intensity,combining with more comprehensive indicators may make the conclusion more credible and complete. Finally,the sample data from WoS are insufficient to implement a thorough bibliometric analysis. 4 figs. 7 tabs. 56 refs.
|
| 中文摘要: |
跨学科是iSchools的重要特性。本文以iSchools中36所iCaucus院校十年（2009—2018年）发表的论文为对象,基于跨学科广度、集中度和强度等指标,分别从知识产出（发文）、知识流动（输入:参考文献；输出:被引情况）和院校层面,分析iSchools院校研究的跨学科特征。结果表明:①iSchools院校知识产出和流动都具有较高的跨学科广度和集中度。②iSchools院校的知识产出中,超过一半的论文同时涉及两个或以上学科；知识流动在跨学科广泛的基础上又相对集中,知识输入和输出中非本学科的比例都超过50%。③iSchools院校间的跨学科特征存在显著差异,根据跨学科知识产出与流动的聚类分析,可将36所iCaucus院校按照研究侧重点划分为图书情报学、计算机科学、传播学、教育研究、管理学和数据科学六大类,其中图书情报类的学院占多数。④图书情报学仍是iSchools研究最重要的学科,但是占比优势不明显（在知识产出、输入和输出中分别约占23%、13%和9%）。图4。表7。参考文献56。
|
|
View Full Text
View/Add Comment Download reader |
|
|
|
