A Method to Identify How Librarians Adopt a Technology Innovation, CBAM(Concern Based Adoption Model): Focusing on School Librarians’ Concern about Digital Textbooks
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引用次数: 1
Abstract
As new technologies change a society, librarians need to understand and adapt to technology innovations. However, most innovations that librarians are supposed to adopt are government-driven or top-down changes; and there have been very few studies conducted to identify any patterns or consistencies in librarians’ perceptions of innovation. This paper, therefore, has two research purposes. First, it introduces the Concern Based Adoption Model (CBAM) as one method to gain a deeper understanding of how librarians see such changes. Second, this study identifies school librarians’ concerns regarding digital textbooks in South Korea applying the CBAM theory. The test signifies that school librarians present a typical non-user profile, and the pattern anticipates a potential resistance to digital textbooks. Also, it discovers the less experienced and innovator librarians had higher concerns across every stage. The findings underscore a need of various interventions. The CBAM theory suggests, in terms of intense Stage 0 and 1, it is required for school librarians to have events to gain information about digital textbook implementation. Regarding targeted interventions, since the biggest gaps occurs in Stage 4, Consequence and Stage 5, Collaboration, according to school librarians’ experience and adoption style, new school librarians need stronger engagement with the community, which including associations, mentors or peer support, and collaborating with public libraries; innovator school librarians require opportunities to test and present their use of digital textbooks (Hall and Hord 1987).
随着新技术改变社会,图书馆员需要理解和适应技术创新。然而,图书馆员应该采用的大多数创新都是政府驱动的或自上而下的变化;而且,很少有研究能够确定图书馆员对创新的看法的模式或一致性。因此,本文有两个研究目的。首先,它介绍了基于关注的采用模型(CBAM),作为一种方法来更深入地了解图书馆员如何看待这些变化。其次,本研究运用CBAM理论确定了韩国学校图书馆员对数字教科书的关注。该测试表明,学校图书馆员呈现出典型的非用户形象,该模式预测了对数字教科书的潜在抵制。此外,它还发现经验不足和创新的图书馆员在每个阶段都有更高的关注点。研究结果强调了各种干预措施的必要性。CBAM理论认为,就激烈的0阶段和1阶段而言,学校图书馆员需要举办活动来获取有关数字教科书实施的信息。在有针对性的干预措施方面,根据学校图书馆员的经验和采用方式,由于最大的差距出现在第4阶段“后果”和第5阶段“协作”,新的学校图书馆员需要加强与社区的接触,包括协会、导师或同伴支持,并与公共图书馆合作;创新的学校图书馆员需要机会来测试和展示他们对数字教科书的使用(Hall and Hord 1987)。