The document discusses the role of social media in reading advisory or reading consultation 2.0. It outlines the main topics which include where users are located, where librarians are located, reading consultation, Web 2.0 technologies like blogs and wikis, Library 2.0, social tagging and folksonomies, the social library, OPAC 2.0 and social OPAC, socially-oriented library websites and services, and social library software. It also discusses the goals of reading consultation which are to save readers' time, increase literacy in society, promote library materials and their use, connect readers and authors, engage users with the library, improve the library's image for marketing, and enhance user satisfaction.

1. ‫ﻓﻬﺮﺳﺖ‬ ‫ﻧﻘﺶ‬‫در‬ ‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻫﺎي‬
‫ﺧﻮاﻧﺪن‬ ‫ﭘﯿﺸﻨﻬﺎد‬ ‫ﯾﺎ‬ ‫ﺧﻮاﻧﺪن‬ ‫ﻣﺸﺎوره‬2.0
‫ﻧﻮروزي‬ ‫ﻋﻠﯿﺮﺿﺎ‬
‫ﻓﺮاﻧﺴﻪ‬ ،‫ارﺗﺒﺎﻃﺎت‬ ‫و‬ ‫اﻃﻼﻋﺎت‬ ‫ﻋﻠﻮم‬ ‫دﮐﺘﺮاي‬-‫ﮐﺎﻧﺎدا‬
‫ﺗﻬﺮان‬ ‫داﻧﺸﮕﺎه‬ ‫ﻋﻠﻤﯽ‬ ‫ﻫﯿﺌﺖ‬ ‫ﻋﻀﻮ‬
‫ﺑﯿﻦ‬ ‫ﻣﺠﻠﻪ‬ ‫ﺳﺮدﺑﯿﺮ‬‫اﻟﻤﻠﻠﯽ‬‫وب‬‫ﺷﻨﺎﺳﯽ‬
‫ﻧﺸﺴﺖ‬»‫ﺧﻮاﻧﻨﺪﮔﺎن‬ ‫ﻣﺸﺎوره‬«،‫دﺳﺘﻐﯿﺐ‬ ‫ﺷﻬﯿﺪ‬ ‫ﻋﻤﻮﻣﯽ‬ ‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬ ،‫ﺗﻬﺮان‬ ،22‫اﺳﻔﻨﺪ‬1395
‫ﻓﻬﺮﺳﺖ‬ ‫ﻧﻘﺶ‬‫در‬ ‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻫﺎي‬
‫ﺧﻮاﻧﺪن‬ ‫ﭘﯿﺸﻨﻬﺎد‬ ‫ﯾﺎ‬ ‫ﺧﻮاﻧﺪن‬ ‫ﻣﺸﺎوره‬2.0

2. ‫اﺻﻠﯽ‬ ‫ﻣﺒﺎﺣﺚ‬:‫ﻫﺴﺘﻨﺪ؟‬ ‫ﮐﺠﺎ‬ ‫ﮐﺎرﺑﺮان‬
‫ﮐﺠﺎ؟‬ ‫ﮐﺘﺎﺑﺪاران‬
‫ﻣﺸﺎوره‬‫ﺧﻮاﻧﺪن‬
‫ﻣﺸﺎوره‬‫ﺧﻮاﻧﺪن‬2.0
‫وب‬2.0)Web 2.0(-2004)،‫وﺑﻼگ‬،‫وﯾﮑﯽ‬‫آر‬.‫اس‬.‫اس‬.،،‫ﻓﺎﮐﺴﻮﻧﻮﻣﯽ‬...(
‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬2.0)Library 2.0(-2005
‫ﺑﺮﭼﺴﺐ‬‫ﮔﺬاري‬‫اﺟﺘﻤﺎﻋﯽ‬)Social tagging(‫و‬‫ﻓﺎﮐﺴﻮﻧﻮﻣﯽ‬)Folksonomy(-2004
‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫اﺟﺘﻤﺎﻋﯽ‬)The Social Library(
‫ﻓﻬﺮﺳﺖ‬2.0)OPAC 2.0(‫و‬‫ﻓﻬﺮﺳﺖ‬‫اﺟﺘﻤﺎﻋﯽ‬)SOPAC: Social OPAC(
‫ﻓﻬﺮﺳﺘﮕﺎه‬‫اﺟﺘﻤﺎﻋﯽ‬)‫وﺑﮕﺎه‬‫اراﺋﻪ‬‫دﻫﻨﺪه‬‫ﺧﺪﻣﺎت‬‫ﻓﻬﺮﺳﺖ‬‫اﺟﺘﻤﺎﻋﯽ‬(‫؛‬‫و‬
‫ﻧﺮم‬‫اﻓﺰارﻫﺎي‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫اي‬‫اﺟﺘﻤﺎﻋﯽ‬
‫ﻣﺸﺎوره‬‫ﺧﻮاﻧﺪن‬
‫ﻣﺸﺎوره‬‫ﺧﻮاﻧﺪن‬2.0
‫وب‬2.0)Web 2.0(-2004)،‫وﺑﻼگ‬،‫وﯾﮑﯽ‬‫آر‬.‫اس‬.‫اس‬.،،‫ﻓﺎﮐﺴﻮﻧﻮﻣﯽ‬...(
‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬2.0)Library 2.0(-2005
‫ﺑﺮﭼﺴﺐ‬‫ﮔﺬاري‬‫اﺟﺘﻤﺎﻋﯽ‬)Social tagging(‫و‬‫ﻓﺎﮐﺴﻮﻧﻮﻣﯽ‬)Folksonomy(-2004
‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫اﺟﺘﻤﺎﻋﯽ‬)The Social Library(
‫ﻓﻬﺮﺳﺖ‬2.0)OPAC 2.0(‫و‬‫ﻓﻬﺮﺳﺖ‬‫اﺟﺘﻤﺎﻋﯽ‬)SOPAC: Social OPAC(
‫ﻓﻬﺮﺳﺘﮕﺎه‬‫اﺟﺘﻤﺎﻋﯽ‬)‫وﺑﮕﺎه‬‫اراﺋﻪ‬‫دﻫﻨﺪه‬‫ﺧﺪﻣﺎت‬‫ﻓﻬﺮﺳﺖ‬‫اﺟﺘﻤﺎﻋﯽ‬(‫؛‬‫و‬
‫ﻧﺮم‬‫اﻓﺰارﻫﺎي‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫اي‬‫اﺟﺘﻤﺎﻋﯽ‬
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3. ‫ﭼﯿﺴﺖ؟‬ ‫ﺧﻮاﻧﺪن‬ ‫ﻣﺸﺎوره‬ ‫ﻫﺪف‬
‫ﺻﺮﻓﻪ‬‫ﺟﻮﯾﯽ‬‫در‬‫وﻗﺖ‬‫ﺧﻮاﻧﻨﺪه‬)‫ﮐﺘﺎب‬،‫زﯾﺎد‬‫وﻗﺖ‬‫ﮐﻢ‬(
‫ارﺗﻘﺎي‬‫ﺳﻄﺢ‬‫ﻣﻄﺎﻟﻌﻪ‬‫و‬‫ﺳﻮاد‬‫ﺟﺎﻣﻌﻪ‬‫اﺳﺘﻔﺎده‬‫ﮐﻨﻨﺪه‬
‫ﺗﺮوﯾﺞ‬‫ﻣﻮاد‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫اي‬‫و‬‫اﺳﺘﻔﺎده‬‫از‬‫آﻧﻬﺎ‬
‫ﺑﺮﻗﺮاري‬‫ارﺗﺒﺎط‬‫ﺑﯿﻦ‬‫ﺧﻮاﻧﻨﺪﮔﺎن‬‫و‬‫ﻧﻮﯾﺴﻨﺪﮔﺎن‬
‫درﮔﯿﺮ‬‫ﮐﺮدن‬‫ﮐﺎرﺑﺮان‬‫ﺑﺎ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫ﺑﻪ‬‫ﻣﻨﻈﻮر‬‫ﺗﺮﻏﯿﺐ‬‫آﻧﺎن‬‫ﺑﺮاي‬
‫اﺳﺘﻔﺎده‬‫از‬‫ﻣﻨﺎﺑﻊ‬‫اﻃﻼﻋﺎﺗﯽ‬
‫ارﺗﻘﺎي‬‫ﺗﺼﻮر‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫و‬‫ﺑﺎزارﯾﺎﺑﯽ‬‫ﺑﺮاي‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬
‫ﺑﻬﺒﻮد‬‫رﺿﺎﯾﺖ‬‫ﮐﺎرﺑﺮان‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬
‫ﺻﺮﻓﻪ‬‫ﺟﻮﯾﯽ‬‫در‬‫وﻗﺖ‬‫ﺧﻮاﻧﻨﺪه‬)‫ﮐﺘﺎب‬،‫زﯾﺎد‬‫وﻗﺖ‬‫ﮐﻢ‬(
‫ارﺗﻘﺎي‬‫ﺳﻄﺢ‬‫ﻣﻄﺎﻟﻌﻪ‬‫و‬‫ﺳﻮاد‬‫ﺟﺎﻣﻌﻪ‬‫اﺳﺘﻔﺎده‬‫ﮐﻨﻨﺪه‬
‫ﺗﺮوﯾﺞ‬‫ﻣﻮاد‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫اي‬‫و‬‫اﺳﺘﻔﺎده‬‫از‬‫آﻧﻬﺎ‬
‫ﺑﺮﻗﺮاري‬‫ارﺗﺒﺎط‬‫ﺑﯿﻦ‬‫ﺧﻮاﻧﻨﺪﮔﺎن‬‫و‬‫ﻧﻮﯾﺴﻨﺪﮔﺎن‬
‫درﮔﯿﺮ‬‫ﮐﺮدن‬‫ﮐﺎرﺑﺮان‬‫ﺑﺎ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫ﺑﻪ‬‫ﻣﻨﻈﻮر‬‫ﺗﺮﻏﯿﺐ‬‫آﻧﺎن‬‫ﺑﺮاي‬
‫اﺳﺘﻔﺎده‬‫از‬‫ﻣﻨﺎﺑﻊ‬‫اﻃﻼﻋﺎﺗﯽ‬
‫ارﺗﻘﺎي‬‫ﺗﺼﻮر‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫و‬‫ﺑﺎزارﯾﺎﺑﯽ‬‫ﺑﺮاي‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬
‫ﺑﻬﺒﻮد‬‫رﺿﺎﯾﺖ‬‫ﮐﺎرﺑﺮان‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬
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5. ‫ﺧﻮاﻧﺪن‬ ‫ﻣﺸﺎوره‬2.0
‫ﻣﺸﺎوره‬‫ﺧﻮاﻧﺪن‬2/0‫ﻫﻨﺮ‬‫اﺳﺘﻔﺎده‬‫از‬‫اﺑﺰارﻫﺎي‬‫دﯾﺠﯿﺘﺎﻟﯽ‬‫ﻧﻪ‬‫ﻓﻘﻂ‬‫ﺑﺮاي‬‫اﺷﺘﺮاك‬
‫اﻃﻼﻋﺎت‬‫و‬‫ﻣﺸﺎوره‬‫ﺧﻮاﻧﺪن‬‫ﺑﻪ‬‫ﻣﻨﻈﻮر‬‫ﯾﺎﻓﺘﻦ‬‫ﺑﻬﺘﺮﯾﻦ‬‫ﮐﺘﺎب‬‫ﺑﺮاي‬‫ﺑﻬﺘﺮﯾﻦ‬‫ﺣﺎل‬
‫و‬‫اﺣﻮال؛‬‫ﺑﻠﮑﻪ‬‫اﺑﺰاري‬‫اﺳﺖ‬‫ﺑﺮاي‬‫ﻫﻤﮑﺎري‬‫و‬‫ﻣﺸﺎرﮐﺖ‬
‫ﮐﺘﺎﺑﺪاران‬/‫ﻣﺘﺨﺼﺼﺎن‬‫اﻃﻼﻋﺎت‬‫و‬‫ﮐﺎرﺑﺮان‬/‫ﺧﻮاﻧﻨﺪﮔﺎن‬‫ﺑﺮاي‬‫اﯾﺠﺎد‬‫ﺳﯿﺎﻫﻪ‬
‫ﺧﻮاﻧﺪﻧﯽ‬،‫ﻫﺎ‬‫اﻓﺰاﯾﺶ‬‫و‬‫اﺳﺘﻔﺎده‬‫از‬‫ﻣﻨﺎﺑﻊ‬‫ﺧﻮاﻧﺪﻧﯽ‬‫ﻗﺪﯾﻤﯽ‬‫و‬‫ﺟﺪﯾﺪ‬.
‫اﺑﺰارﻫﺎي‬‫ﺧﻮاﻧﺪن‬‫دو‬‫ﺑﻪ‬‫ﮐﺎرﺑﺮان‬‫و‬‫ﮐﺘﺎﺑﺪاران‬‫ﮐﻤﮏ‬‫ﻣﯽ‬‫ﮐﻨﻨﺪ‬‫ﺗﺎ‬‫اﺟﺘﻤﺎﻋﺎت‬
‫ﺧﻮاﻧﺪن‬‫ﺗﺸﮑﯿﻞ‬‫دﻫﻨﺪ‬‫و‬‫ﮐﺘﺎﺑﺪاران‬‫وارد‬‫اﺟﺘﻤﺎﻋﺎﺗﯽ‬‫ﺷﻮﻧﺪ‬‫ﮐﻪ‬‫ﺧﻮاﻧﻨﺪﮔﺎن‬‫و‬
‫ﻋﻼﻗﻪ‬‫ﻣﻨﺪان‬‫ﮐﺘﺎب‬‫در‬‫آﻧﺠﺎ‬‫ﺣﻀﻮر‬‫دارﻧﺪ‬.‫ﻫﻤﭽﻨﯿﻦ‬‫ﻣﯽ‬‫ﺗﻮان‬‫از‬‫اﯾﻦ‬‫ﻃﺮﯾﻖ‬
‫آﻧﺎن‬‫را‬‫ﺑﻪ‬‫ﺳﺎزﻣﺎﻧﺪﻫﯽ‬‫اﺟﺘﻤﺎﻋﯽ‬،‫داﻧﺶ‬‫ﻧﻘﺪ‬‫و‬‫ﺑﺮﺳﯽ‬،‫ﮐﺘﺎب‬‫و‬‫اﺷﺎﻋﻪ‬‫اﻓﮑﺎر‬‫و‬
‫دﯾﺪﮔﺎه‬‫ﻫﺎﯾﺸﺎن‬‫ﺗﺮﻏﯿﺐ‬‫ﮐﺮد‬.
‫ﻣﺸﺎوره‬‫ﺧﻮاﻧﺪن‬2/0‫ﻫﻨﺮ‬‫اﺳﺘﻔﺎده‬‫از‬‫اﺑﺰارﻫﺎي‬‫دﯾﺠﯿﺘﺎﻟﯽ‬‫ﻧﻪ‬‫ﻓﻘﻂ‬‫ﺑﺮاي‬‫اﺷﺘﺮاك‬
‫اﻃﻼﻋﺎت‬‫و‬‫ﻣﺸﺎوره‬‫ﺧﻮاﻧﺪن‬‫ﺑﻪ‬‫ﻣﻨﻈﻮر‬‫ﯾﺎﻓﺘﻦ‬‫ﺑﻬﺘﺮﯾﻦ‬‫ﮐﺘﺎب‬‫ﺑﺮاي‬‫ﺑﻬﺘﺮﯾﻦ‬‫ﺣﺎل‬
‫و‬‫اﺣﻮال؛‬‫ﺑﻠﮑﻪ‬‫اﺑﺰاري‬‫اﺳﺖ‬‫ﺑﺮاي‬‫ﻫﻤﮑﺎري‬‫و‬‫ﻣﺸﺎرﮐﺖ‬
‫ﮐﺘﺎﺑﺪاران‬/‫ﻣﺘﺨﺼﺼﺎن‬‫اﻃﻼﻋﺎت‬‫و‬‫ﮐﺎرﺑﺮان‬/‫ﺧﻮاﻧﻨﺪﮔﺎن‬‫ﺑﺮاي‬‫اﯾﺠﺎد‬‫ﺳﯿﺎﻫﻪ‬
‫ﺧﻮاﻧﺪﻧﯽ‬،‫ﻫﺎ‬‫اﻓﺰاﯾﺶ‬‫و‬‫اﺳﺘﻔﺎده‬‫از‬‫ﻣﻨﺎﺑﻊ‬‫ﺧﻮاﻧﺪﻧﯽ‬‫ﻗﺪﯾﻤﯽ‬‫و‬‫ﺟﺪﯾﺪ‬.
‫اﺑﺰارﻫﺎي‬‫ﺧﻮاﻧﺪن‬‫دو‬‫ﺑﻪ‬‫ﮐﺎرﺑﺮان‬‫و‬‫ﮐﺘﺎﺑﺪاران‬‫ﮐﻤﮏ‬‫ﻣﯽ‬‫ﮐﻨﻨﺪ‬‫ﺗﺎ‬‫اﺟﺘﻤﺎﻋﺎت‬
‫ﺧﻮاﻧﺪن‬‫ﺗﺸﮑﯿﻞ‬‫دﻫﻨﺪ‬‫و‬‫ﮐﺘﺎﺑﺪاران‬‫وارد‬‫اﺟﺘﻤﺎﻋﺎﺗﯽ‬‫ﺷﻮﻧﺪ‬‫ﮐﻪ‬‫ﺧﻮاﻧﻨﺪﮔﺎن‬‫و‬
‫ﻋﻼﻗﻪ‬‫ﻣﻨﺪان‬‫ﮐﺘﺎب‬‫در‬‫آﻧﺠﺎ‬‫ﺣﻀﻮر‬‫دارﻧﺪ‬.‫ﻫﻤﭽﻨﯿﻦ‬‫ﻣﯽ‬‫ﺗﻮان‬‫از‬‫اﯾﻦ‬‫ﻃﺮﯾﻖ‬
‫آﻧﺎن‬‫را‬‫ﺑﻪ‬‫ﺳﺎزﻣﺎﻧﺪﻫﯽ‬‫اﺟﺘﻤﺎﻋﯽ‬،‫داﻧﺶ‬‫ﻧﻘﺪ‬‫و‬‫ﺑﺮﺳﯽ‬،‫ﮐﺘﺎب‬‫و‬‫اﺷﺎﻋﻪ‬‫اﻓﮑﺎر‬‫و‬
‫دﯾﺪﮔﺎه‬‫ﻫﺎﯾﺸﺎن‬‫ﺗﺮﻏﯿﺐ‬‫ﮐﺮد‬.
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6. ‫ﭼﯿﺴﺖ؟‬ ‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬
‫اﺻﻄﻼح‬»‫اﺟﺘﻤﺎﻋﯽ‬«)Social(‫اﻣﺮوزه‬‫ﻣﻌﻨﺎﯾﺶ‬‫ﺧﯿﻠﯽ‬‫ﮔﺴﺘﺮده‬‫ﺗﺮ‬‫از‬‫آن‬‫اﺳﺖ‬‫ﮐﻪ‬
‫ﻓﺮدي‬‫ﯾﮏ‬‫ﺗﻮﺋﯿﺖ‬‫ﯾﺎ‬‫ﭘﺴﺖ‬)‫ﭘﯿﺎم‬(‫روي‬‫ﺷﺒﮑﻪ‬‫اﺟﺘﻤﺎﻋﯽ‬)‫ﻓﯿﺲ‬،‫ﺑﻮك‬،‫ﺗﻮﺋﯿﺘﺮ‬‫و‬...(
‫ﺑﮕﺬارد‬.
‫اﺻﻄﻼح‬»‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫اﺟﺘﻤﺎﻋﯽ‬«)Social library(‫در‬‫ﻣﺘﻦ‬‫ﺣﺎﺿﺮ‬‫ﺑﺮ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫اي‬
‫دﻻﻟﺖ‬‫دارد‬‫ﮐﻪ‬‫از‬‫ﻓﻨﺎوري‬‫ﻫﺎي‬‫وب‬2،‫ﺷﺒﮑﻪ‬‫ﻫﺎي‬‫اﺟﺘﻤﺎﻋﯽ‬‫و‬‫ﮐﺎرﺑﺮان‬‫ﺑﺮاي‬
‫ﻏﻨﯽ‬‫ﺳﺎزي‬‫اﻃﻼﻋﺎت‬‫اﺳﺘﻔﺎده‬‫ﻣﯽ‬‫ﻧﻤﺎﯾﺪ‬.
‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬،‫اﺟﺘﻤﺎﻋﯽ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫اي‬‫اﺳﺖ‬‫ﮐﻪ‬‫ﻣﺤﺘﻮاي‬‫آن‬‫دوﺳﻮﯾﻪ‬‫و‬‫ﻣﺸﺎرﮐﺘﯽ‬
‫اﺳﺖ؛‬‫ﯾﻌﻨﯽ‬‫ﻫﻢ‬‫ﮐﺘﺎﺑﺪاران‬‫و‬‫ﻫﻢ‬‫ﮐﺎرﺑﺮان‬‫در‬،‫ﮔﺮدآوري‬‫ﺗﻮﻟﯿﺪ‬‫و‬‫ﺳﺎزﻣﺎن‬‫دﻫﯽ‬
‫اﻃﻼﻋﺎت‬‫ﻧﻘﺶ‬‫دارﻧﺪ‬.
‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬،‫اﺟﺘﻤﺎﻋﯽ‬‫ﻧﻤﻮﻧﻪ‬‫اي‬‫از‬‫ﯾﮏ‬‫ﺷﺒﮑﻪ‬‫داﻧﺸﯽ‬‫اﺟﺘﻤﺎﻋﯽ‬‫اﺳﺖ‬.‫در‬،‫واﻗﻊ‬
‫اﺟﺘﻤﺎع‬‫ﯾﺎ‬‫ﮔﺮوﻫﯽ‬‫در‬‫ﻣﺠﺎورت‬‫ﯾﮏ‬‫ﺣﻮزه‬‫ﻣﻮﺿﻮﻋﯽ‬‫و‬‫داﻧﺸﯽ‬‫ﺧﺎص‬‫ﺑﻪ‬‫وﺟﻮد‬
‫ﻣﯽ‬‫آورد‬‫و‬‫اﻃﻼﻋﺎت‬‫زﻣﯿﻨﻪ‬‫اي‬‫ﺑﻪ‬‫دﺳﺖ‬‫آﻣﺪه‬‫از‬‫ﻃﺮﯾﻖ‬‫ﺧﺮد‬‫ﺟﻤﻌﯽ‬‫را‬‫ﺑﺪان‬‫اﺿﺎﻓﻪ‬
‫ﻣﯽ‬‫ﻧﻤﺎﯾﺪ‬.
‫اﺻﻄﻼح‬»‫اﺟﺘﻤﺎﻋﯽ‬«)Social(‫اﻣﺮوزه‬‫ﻣﻌﻨﺎﯾﺶ‬‫ﺧﯿﻠﯽ‬‫ﮔﺴﺘﺮده‬‫ﺗﺮ‬‫از‬‫آن‬‫اﺳﺖ‬‫ﮐﻪ‬
‫ﻓﺮدي‬‫ﯾﮏ‬‫ﺗﻮﺋﯿﺖ‬‫ﯾﺎ‬‫ﭘﺴﺖ‬)‫ﭘﯿﺎم‬(‫روي‬‫ﺷﺒﮑﻪ‬‫اﺟﺘﻤﺎﻋﯽ‬)‫ﻓﯿﺲ‬،‫ﺑﻮك‬،‫ﺗﻮﺋﯿﺘﺮ‬‫و‬...(
‫ﺑﮕﺬارد‬.
‫اﺻﻄﻼح‬»‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫اﺟﺘﻤﺎﻋﯽ‬«)Social library(‫در‬‫ﻣﺘﻦ‬‫ﺣﺎﺿﺮ‬‫ﺑﺮ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫اي‬
‫دﻻﻟﺖ‬‫دارد‬‫ﮐﻪ‬‫از‬‫ﻓﻨﺎوري‬‫ﻫﺎي‬‫وب‬2،‫ﺷﺒﮑﻪ‬‫ﻫﺎي‬‫اﺟﺘﻤﺎﻋﯽ‬‫و‬‫ﮐﺎرﺑﺮان‬‫ﺑﺮاي‬
‫ﻏﻨﯽ‬‫ﺳﺎزي‬‫اﻃﻼﻋﺎت‬‫اﺳﺘﻔﺎده‬‫ﻣﯽ‬‫ﻧﻤﺎﯾﺪ‬.
‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬،‫اﺟﺘﻤﺎﻋﯽ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫اي‬‫اﺳﺖ‬‫ﮐﻪ‬‫ﻣﺤﺘﻮاي‬‫آن‬‫دوﺳﻮﯾﻪ‬‫و‬‫ﻣﺸﺎرﮐﺘﯽ‬
‫اﺳﺖ؛‬‫ﯾﻌﻨﯽ‬‫ﻫﻢ‬‫ﮐﺘﺎﺑﺪاران‬‫و‬‫ﻫﻢ‬‫ﮐﺎرﺑﺮان‬‫در‬،‫ﮔﺮدآوري‬‫ﺗﻮﻟﯿﺪ‬‫و‬‫ﺳﺎزﻣﺎن‬‫دﻫﯽ‬
‫اﻃﻼﻋﺎت‬‫ﻧﻘﺶ‬‫دارﻧﺪ‬.
‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬،‫اﺟﺘﻤﺎﻋﯽ‬‫ﻧﻤﻮﻧﻪ‬‫اي‬‫از‬‫ﯾﮏ‬‫ﺷﺒﮑﻪ‬‫داﻧﺸﯽ‬‫اﺟﺘﻤﺎﻋﯽ‬‫اﺳﺖ‬.‫در‬،‫واﻗﻊ‬
‫اﺟﺘﻤﺎع‬‫ﯾﺎ‬‫ﮔﺮوﻫﯽ‬‫در‬‫ﻣﺠﺎورت‬‫ﯾﮏ‬‫ﺣﻮزه‬‫ﻣﻮﺿﻮﻋﯽ‬‫و‬‫داﻧﺸﯽ‬‫ﺧﺎص‬‫ﺑﻪ‬‫وﺟﻮد‬
‫ﻣﯽ‬‫آورد‬‫و‬‫اﻃﻼﻋﺎت‬‫زﻣﯿﻨﻪ‬‫اي‬‫ﺑﻪ‬‫دﺳﺖ‬‫آﻣﺪه‬‫از‬‫ﻃﺮﯾﻖ‬‫ﺧﺮد‬‫ﺟﻤﻌﯽ‬‫را‬‫ﺑﺪان‬‫اﺿﺎﻓﻪ‬
‫ﻣﯽ‬‫ﻧﻤﺎﯾﺪ‬.
6

7. ‫ﺷﺒﮑﻪ‬‫داﻧﺸﯽ‬‫اﺟﺘﻤﺎﻋﯽ‬:‫ﯾﮏ‬‫ﻣﺤﯿﻂ‬‫ﻣﺠﺎزي‬‫اﺳﺖ‬‫ﮐﻪ‬
‫ﻣﺤﺘﻮﯾﺎت‬‫ﯾﺎ‬‫ﻣﻨﺎﺑﻊ‬‫اﻃﻼﻋﺎﺗﯽ‬‫ﻫﺴﺘﻪ‬‫در‬‫زﻣﯿﻨﻪ‬‫ﯾﮏ‬‫ﻣﻮﺿﻮع‬
‫ﺧﺎص‬‫ﺗﻮﺳﻂ‬‫ﻣﺘﺨﺼﺼﺎن‬،‫ﮔﺮدآوري‬‫ﺳﺎزﻣﺎﻧﺪﻫﯽ‬‫و‬
‫دﺳﺘﺮس‬‫ﭘﺬﯾﺮ‬‫ﻣﯽ‬‫ﺷﻮد‬.‫آﻧﮕﺎه‬‫ﺧﺮد‬،‫ﺟﻤﻌﯽ‬‫ﺗﺠﺮﺑﻪ‬‫و‬‫داﻧﺶ‬
‫ﺟﺎﻣﻌﻪ‬‫اﺳﺘﻔﺎده‬‫ﮐﻨﻨﺪه‬‫ﻧﯿﺰ‬‫ﺑﻪ‬‫واﺳﻄﻪ‬‫ﻓﻨﺎوري‬‫ﻫﺎي‬‫وب‬2‫و‬
‫ﺷﺒﮑﻪ‬‫ﻫﺎي‬‫اﺟﺘﻤﺎﻋﯽ‬‫ﺑﺪان‬‫اﻓﺰوده‬‫ﻣﯽ‬‫ﺷﻮد‬.
7

8. ‫رﺳﺎﻧﻪ‬ ‫ﺟﺎﯾﮕﺎه‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬ ‫در‬ ‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻫﺎي‬‫ﻫﺎ‬
‫ﭘﮋوﻫﺸﯽ‬‫ﮐﻪ‬‫در‬‫ﺳﺎل‬2014‫اﻧﺠﺎم‬‫ﺷﺪه‬‫ﻧﺸﺎن‬‫ﻣﯽ‬‫دﻫﺪ‬‫ﮐﻪ‬88‫درﺻﺪ‬
‫ﮐﺘﺎﺑﺪاران‬‫ﺑﺮ‬‫اﯾﻦ‬‫ﺑﺎورﻧﺪ‬‫ﮐﻪ‬‫رﺳﺎﻧﻪ‬‫ﻫﺎي‬‫اﺟﺘﻤﺎﻋﯽ‬‫در‬
‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫ﻫﺎ‬‫در‬،‫آﯾﻨﺪه‬‫ﺧﯿﻠﯽ‬‫ﻣﻬﻢ‬‫و‬‫ﻗﺎﺑﻞ‬‫ﺗﻮﺟﻪ‬‫ﺧﻮاﻫﻨﺪ‬
‫ﺑﻮد؛‬‫و‬‫ﻓﺮﺻﺖ‬‫ﻫﺎي‬‫ﺧﻮﺑﯽ‬‫در‬‫اﺧﺘﯿﺎر‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫ﻫﺎ‬‫ﻗﺮار‬
‫ﻣﯽ‬‫دﻫﻨﺪ‬.
• (Source: Taylor & Francis Group (2014). Use of social media by the library --
Current practices and future opportunities. A white paper.
www.tandf.co.uk/journals/access/white-paper-social-media.pdf )
‫ﭘﮋوﻫﺸﯽ‬‫ﮐﻪ‬‫در‬‫ﺳﺎل‬2014‫اﻧﺠﺎم‬‫ﺷﺪه‬‫ﻧﺸﺎن‬‫ﻣﯽ‬‫دﻫﺪ‬‫ﮐﻪ‬88‫درﺻﺪ‬
‫ﮐﺘﺎﺑﺪاران‬‫ﺑﺮ‬‫اﯾﻦ‬‫ﺑﺎورﻧﺪ‬‫ﮐﻪ‬‫رﺳﺎﻧﻪ‬‫ﻫﺎي‬‫اﺟﺘﻤﺎﻋﯽ‬‫در‬
‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫ﻫﺎ‬‫در‬،‫آﯾﻨﺪه‬‫ﺧﯿﻠﯽ‬‫ﻣﻬﻢ‬‫و‬‫ﻗﺎﺑﻞ‬‫ﺗﻮﺟﻪ‬‫ﺧﻮاﻫﻨﺪ‬
‫ﺑﻮد؛‬‫و‬‫ﻓﺮﺻﺖ‬‫ﻫﺎي‬‫ﺧﻮﺑﯽ‬‫در‬‫اﺧﺘﯿﺎر‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫ﻫﺎ‬‫ﻗﺮار‬
‫ﻣﯽ‬‫دﻫﻨﺪ‬.
• (Source: Taylor & Francis Group (2014). Use of social media by the library --
Current practices and future opportunities. A white paper.
www.tandf.co.uk/journals/access/white-paper-social-media.pdf )
8

9. ‫اي‬ ‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬ ‫ﻓﻬﺮﺳﺖ‬ ‫ﺳﺎﺧﺘﺎر‬ ‫ﺗﻐﯿﯿﺮ‬ ‫ﺑﺮ‬ ‫ﻣﺆﺛﺮ‬ ‫ﻋﻮاﻣﻞ‬
‫ﻃﯽ‬‫دو‬‫دﻫﻪ‬‫اﺧﯿﺮ‬‫ﻓﻬﺮﺳﺖ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫ﻫﺎ‬‫دﺳﺘﺨﻮش‬‫ﺗﻐﯿﯿﺮات‬‫ﻋﻤﺪه‬‫اي‬‫ﺷﺪه‬‫اﺳﺖ‬.
‫ﻧﺮم‬‫اﻓﺰارﻫﺎي‬‫داده‬‫ﮐﺎوي‬‫و‬‫ﻧﻤﺎﯾﺶ‬‫ﭼﻬﺮﯾﺰه‬‫اي‬‫ﮐﻪ‬‫زﻣﯿﻨﻪ‬‫ﻧﻤﺎﯾﺶ‬‫ﻧﺘﺎﯾﺞ‬‫ﺑﺎزﯾﺎﺑﯽ‬‫ﺷﺪه‬
‫ﺑﻪ‬‫ﺻﻮرت‬‫ﭼﻬﺮﯾﺰه‬‫اي‬‫را‬‫ﻓﺮاﻫﻢ‬‫ﻣﯽ‬‫ﻧﻤﺎﯾﺪ‬)‫ﻣﺎﻧﻨﺪ‬:‫ﭼﻬﺮﯾﺰه‬‫ﻫﺎي‬‫زﻣﺎن‬/‫دوره‬‫ﻫﺎي‬
،‫ﺗﺎرﯾﺨﯽ‬‫زﺑﺎن‬،‫ﻫﺎ‬‫ﻧﺎم‬‫ﻧﻮﯾﺴﻨﺪﮔﺎن‬/،‫ﭘﺪﯾﺪآورﻧﺪﮔﺎن‬‫ﻓﺮﻣﺖ‬/‫ﺷﮑﻞ‬،‫آﺛﺎر‬‫ﻓﺮوﺳﺖ‬،‫ﻫﺎ‬
‫ﻣﻮﺿﻮع‬‫ﻫﺎ‬/‫ﺳﺮﻋﻨﻮان‬‫ﻫﺎي‬،‫ﻣﻮﺿﻮﻋﯽ‬‫رده‬‫ﻫﺎي‬،‫ﻣﻮﺿﻮﻋﯽ‬‫ﻣﻨﺎﻃﻖ‬‫ﺟﻐﺮاﻓﯿﺎﯾﯽ‬/
،‫ﮐﺸﻮرﻫﺎ‬‫ﻣﮑﺎن‬،‫ﻧﮕﻬﺪاري‬...(.
‫وب‬2.0)،‫وﺑﻼگ‬‫ﮐﺎﻣﻨﺖ‬/،‫ﻧﻈﺮ‬،‫ﻧﻘﺪ‬‫ﺑﺮﭼﺴﺐ‬‫ﮔﺬاري‬‫اﺟﺘﻤﺎﻋﯽ‬/
،‫ﻓﺎﮐﺴﻮﻧﻮﻣﯽ‬‫ﺳﺘﺎره‬،‫دﻫﯽ‬‫ﻣﻌﺮﻓﯽ‬‫ﺑﻪ‬،‫دوﺳﺘﺎن‬‫اﺿﺎﻓﻪ‬‫ﮐﺮدن‬‫ﺑﻪ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬
‫ﻣﻦ‬‫و‬...(
‫ﻣﺪل‬‫ﻣﻔﻬﻮﻣﯽ‬‫اف‬.‫آر‬.‫ﺑﯽ‬.‫آر‬.)‫ﻣﻠﺰوﻣﺎت‬‫ﮐﺎرﮐﺮدي‬‫ﭘﯿﺸﯿﻨﻪ‬‫ﻫﺎي‬‫ﮐﺘﺎﺑﺸﻨﺎﺧﺘﯽ‬(
)1998(‫و‬‫ﻗﻮاﻋﺪ‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫آر‬.‫دي‬.‫آي‬.)‫ﺗﻮﺻﯿﻒ‬‫و‬‫دﺳﺘﺮﺳﯽ‬‫ﺑﻪ‬‫ﻣﻨﺒﻊ‬()2003(.
‫ﻃﯽ‬‫دو‬‫دﻫﻪ‬‫اﺧﯿﺮ‬‫ﻓﻬﺮﺳﺖ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫ﻫﺎ‬‫دﺳﺘﺨﻮش‬‫ﺗﻐﯿﯿﺮات‬‫ﻋﻤﺪه‬‫اي‬‫ﺷﺪه‬‫اﺳﺖ‬.
‫ﻧﺮم‬‫اﻓﺰارﻫﺎي‬‫داده‬‫ﮐﺎوي‬‫و‬‫ﻧﻤﺎﯾﺶ‬‫ﭼﻬﺮﯾﺰه‬‫اي‬‫ﮐﻪ‬‫زﻣﯿﻨﻪ‬‫ﻧﻤﺎﯾﺶ‬‫ﻧﺘﺎﯾﺞ‬‫ﺑﺎزﯾﺎﺑﯽ‬‫ﺷﺪه‬
‫ﺑﻪ‬‫ﺻﻮرت‬‫ﭼﻬﺮﯾﺰه‬‫اي‬‫را‬‫ﻓﺮاﻫﻢ‬‫ﻣﯽ‬‫ﻧﻤﺎﯾﺪ‬)‫ﻣﺎﻧﻨﺪ‬:‫ﭼﻬﺮﯾﺰه‬‫ﻫﺎي‬‫زﻣﺎن‬/‫دوره‬‫ﻫﺎي‬
،‫ﺗﺎرﯾﺨﯽ‬‫زﺑﺎن‬،‫ﻫﺎ‬‫ﻧﺎم‬‫ﻧﻮﯾﺴﻨﺪﮔﺎن‬/،‫ﭘﺪﯾﺪآورﻧﺪﮔﺎن‬‫ﻓﺮﻣﺖ‬/‫ﺷﮑﻞ‬،‫آﺛﺎر‬‫ﻓﺮوﺳﺖ‬،‫ﻫﺎ‬
‫ﻣﻮﺿﻮع‬‫ﻫﺎ‬/‫ﺳﺮﻋﻨﻮان‬‫ﻫﺎي‬،‫ﻣﻮﺿﻮﻋﯽ‬‫رده‬‫ﻫﺎي‬،‫ﻣﻮﺿﻮﻋﯽ‬‫ﻣﻨﺎﻃﻖ‬‫ﺟﻐﺮاﻓﯿﺎﯾﯽ‬/
،‫ﮐﺸﻮرﻫﺎ‬‫ﻣﮑﺎن‬،‫ﻧﮕﻬﺪاري‬...(.
‫وب‬2.0)،‫وﺑﻼگ‬‫ﮐﺎﻣﻨﺖ‬/،‫ﻧﻈﺮ‬،‫ﻧﻘﺪ‬‫ﺑﺮﭼﺴﺐ‬‫ﮔﺬاري‬‫اﺟﺘﻤﺎﻋﯽ‬/
،‫ﻓﺎﮐﺴﻮﻧﻮﻣﯽ‬‫ﺳﺘﺎره‬،‫دﻫﯽ‬‫ﻣﻌﺮﻓﯽ‬‫ﺑﻪ‬،‫دوﺳﺘﺎن‬‫اﺿﺎﻓﻪ‬‫ﮐﺮدن‬‫ﺑﻪ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬
‫ﻣﻦ‬‫و‬...(
‫ﻣﺪل‬‫ﻣﻔﻬﻮﻣﯽ‬‫اف‬.‫آر‬.‫ﺑﯽ‬.‫آر‬.)‫ﻣﻠﺰوﻣﺎت‬‫ﮐﺎرﮐﺮدي‬‫ﭘﯿﺸﯿﻨﻪ‬‫ﻫﺎي‬‫ﮐﺘﺎﺑﺸﻨﺎﺧﺘﯽ‬(
)1998(‫و‬‫ﻗﻮاﻋﺪ‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫آر‬.‫دي‬.‫آي‬.)‫ﺗﻮﺻﯿﻒ‬‫و‬‫دﺳﺘﺮﺳﯽ‬‫ﺑﻪ‬‫ﻣﻨﺒﻊ‬()2003(.
9

10. ‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬ ‫ﻓﻬﺮﺳﺖ‬‫ﭼﯿﺴﺖ؟‬ ‫اﺟﺘﻤﺎﻋﯽ‬ ‫اي‬
‫ﻓﻬﺮﺳﺘﯽ‬‫اﺳﺖ‬‫ﮐﻪ‬‫اﻣﮑﺎن‬‫ﺑﺮﭼﺴﺐ‬،‫ﮔﺬاري‬‫ﺳﺘﺎره‬،‫دﻫﯽ‬‫و‬‫ﻧﻘﺪ‬‫آﺛﺎر‬‫ﻣﻮﺟﻮد‬‫در‬‫ﻓﻬﺮﺳﺖ‬
‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫را‬‫ﻓﺮاﻫﻢ‬‫ﻣﯽ‬‫ﻧﻤﺎﯾﺪ؛‬‫و‬‫ﻗﺎﺑﻠﯿﺖ‬‫ﻫﺎي‬‫وب‬2‫و‬‫ﺷﺒﮑﻪ‬‫ﻫﺎي‬‫اﺟﺘﻤﺎﻋﯽ‬‫را‬‫در‬‫ﻓﻬﺮﺳﺖ‬
‫ﺑﻪ‬‫ﮐﺎر‬‫ﻣﯽ‬‫ﮔﯿﺮد‬.
‫ﻻزﻣﻪ‬‫ﯾﮏ‬‫ﻓﻬﺮﺳﺖ‬،‫اﺟﺘﻤﺎﻋﯽ‬‫داﺷﺘﻦ‬‫ﻧﺮم‬‫اﻓﺰارﻫﺎي‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫اي‬‫اﺟﺘﻤﺎﻋﯽ‬‫و‬‫ﺷﺒﮑﻪ‬‫ﻫﺎي‬
‫اﺟﺘﻤﺎﻋﯽ‬‫اﺳﺖ‬.
‫ﻧﺮم‬‫اﻓﺰار‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫اي‬،‫اﺟﺘﻤﺎﻋﯽ‬‫ﺑﺎﯾﺴﺘﯽ‬‫اﻣﮑﺎن‬‫اﺧﺘﺼﺎص‬‫دادن‬‫ﯾﮏ‬‫ﺻﻔﺤﻪ‬‫ﺷﺨﺼﯽ‬‫ﺑﻪ‬
‫ﻫﺮ‬‫ﮐﺎرﺑﺮ‬‫را‬‫ﻓﺮاﻫﻢ‬‫ﻧﻤﺎﯾﺪ‬‫ﺗﺎ‬‫ﮐﺎرﺑﺮ‬‫ﺑﺘﻮاﻧﺪ‬‫ﻣﻨﺎﺑﻊ‬‫اﻃﻼﻋﺎﺗﯽ‬‫ﻣﻮﺟﻮد‬‫در‬‫ﻓﻬﺮﺳﺖ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫را‬
،‫ﻣﻄﺎﻟﻌﻪ‬،‫ﻧﻘﺪ‬‫ﺳﺘﺎره‬‫ﮔﺬاري‬‫ﯾﺎ‬‫ﺑﺮﭼﺴﺐ‬‫ﮔﺬاري‬‫ﮐﻨﺪ‬‫و‬‫آن‬‫را‬‫ﺑﺎ‬‫دوﺳﺘﺎن‬‫ﺧﻮد‬‫ﺑﻪ‬
‫اﺷﺘﺮاك‬‫ﺑﮕﺬارد‬.
‫ﻓﻬﺮﺳﺖ‬‫اﺟﺘﻤﺎﻋﯽ‬‫ﯾﺎ‬‫ﻓﻬﺮﺳﺖ‬‫دو‬‫ﺑﺎﯾﺴﺘﯽ‬‫اﯾﻦ‬‫اﻣﮑﺎن‬‫را‬‫داﺷﺘﻪ‬‫ﺑﺎﺷﺪ‬‫ﮐﻪ‬‫ﻣﻨﺎﺑﻊ‬‫اﻃﻼﻋﺎﺗﯽ‬
‫ﻣﻨﺎﺳﺐ‬‫و‬‫ﻣﺮﺗﺒﻂ‬‫را‬‫ﺑﻪ‬‫ﮐﺎرﺑﺮان‬‫ﻣﻨﺎﺳﺐ‬‫ﭘﯿﺸﻨﻬﺎد‬‫ﻧﻤﺎﯾﺪ‬.
‫ﻓﻬﺮﺳﺖ‬‫اﺟﺘﻤﺎﻋﯽ‬‫ﺑﺎﯾﺴﺘﯽ‬‫ﺑﺘﻮاﻧﺪ‬‫ﮐﺎرﺑﺮان‬‫ﺑﺎ‬‫ﻋﻼﺋﻖ‬‫ﻣﻮﺿﻮﻋﯽ‬‫ﻣﺸﺎﺑﻪ‬‫را‬‫ﺷﻨﺎﺳﺎﯾﯽ‬‫و‬‫ﺑﻪ‬
‫ﻫﻤﺪﯾﮕﺮ‬‫ﻣﻌﺮﻓﯽ‬‫ﮐﻨﺪ‬.‫اﯾﻦ‬‫ﻓﻬﺮﺳﺖ‬‫ﻫﻤﭽﻨﯿﻦ‬‫ﺑﺎﯾﺴﺘﯽ‬‫اﻣﮑﺎن‬‫ﻣﻌﺮﻓﯽ‬‫ﻣﻨﺎﺑﻊ‬،‫ﻣﺤﺒﻮب‬
،‫ﺮاﺳﺘﻔﺎده‬‫ﭘ‬‫و‬‫ﺮﺑﺎرﮔﯿﺮي‬‫ﭘ‬‫ﺷﺪه‬‫را‬‫داﺷﺘﻪ‬‫ﺑﺎﺷﺪ‬.
‫ﻓﻬﺮﺳﺘﯽ‬‫اﺳﺖ‬‫ﮐﻪ‬‫اﻣﮑﺎن‬‫ﺑﺮﭼﺴﺐ‬،‫ﮔﺬاري‬‫ﺳﺘﺎره‬،‫دﻫﯽ‬‫و‬‫ﻧﻘﺪ‬‫آﺛﺎر‬‫ﻣﻮﺟﻮد‬‫در‬‫ﻓﻬﺮﺳﺖ‬
‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫را‬‫ﻓﺮاﻫﻢ‬‫ﻣﯽ‬‫ﻧﻤﺎﯾﺪ؛‬‫و‬‫ﻗﺎﺑﻠﯿﺖ‬‫ﻫﺎي‬‫وب‬2‫و‬‫ﺷﺒﮑﻪ‬‫ﻫﺎي‬‫اﺟﺘﻤﺎﻋﯽ‬‫را‬‫در‬‫ﻓﻬﺮﺳﺖ‬
‫ﺑﻪ‬‫ﮐﺎر‬‫ﻣﯽ‬‫ﮔﯿﺮد‬.
‫ﻻزﻣﻪ‬‫ﯾﮏ‬‫ﻓﻬﺮﺳﺖ‬،‫اﺟﺘﻤﺎﻋﯽ‬‫داﺷﺘﻦ‬‫ﻧﺮم‬‫اﻓﺰارﻫﺎي‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫اي‬‫اﺟﺘﻤﺎﻋﯽ‬‫و‬‫ﺷﺒﮑﻪ‬‫ﻫﺎي‬
‫اﺟﺘﻤﺎﻋﯽ‬‫اﺳﺖ‬.
‫ﻧﺮم‬‫اﻓﺰار‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫اي‬،‫اﺟﺘﻤﺎﻋﯽ‬‫ﺑﺎﯾﺴﺘﯽ‬‫اﻣﮑﺎن‬‫اﺧﺘﺼﺎص‬‫دادن‬‫ﯾﮏ‬‫ﺻﻔﺤﻪ‬‫ﺷﺨﺼﯽ‬‫ﺑﻪ‬
‫ﻫﺮ‬‫ﮐﺎرﺑﺮ‬‫را‬‫ﻓﺮاﻫﻢ‬‫ﻧﻤﺎﯾﺪ‬‫ﺗﺎ‬‫ﮐﺎرﺑﺮ‬‫ﺑﺘﻮاﻧﺪ‬‫ﻣﻨﺎﺑﻊ‬‫اﻃﻼﻋﺎﺗﯽ‬‫ﻣﻮﺟﻮد‬‫در‬‫ﻓﻬﺮﺳﺖ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫را‬
،‫ﻣﻄﺎﻟﻌﻪ‬،‫ﻧﻘﺪ‬‫ﺳﺘﺎره‬‫ﮔﺬاري‬‫ﯾﺎ‬‫ﺑﺮﭼﺴﺐ‬‫ﮔﺬاري‬‫ﮐﻨﺪ‬‫و‬‫آن‬‫را‬‫ﺑﺎ‬‫دوﺳﺘﺎن‬‫ﺧﻮد‬‫ﺑﻪ‬
‫اﺷﺘﺮاك‬‫ﺑﮕﺬارد‬.
‫ﻓﻬﺮﺳﺖ‬‫اﺟﺘﻤﺎﻋﯽ‬‫ﯾﺎ‬‫ﻓﻬﺮﺳﺖ‬‫دو‬‫ﺑﺎﯾﺴﺘﯽ‬‫اﯾﻦ‬‫اﻣﮑﺎن‬‫را‬‫داﺷﺘﻪ‬‫ﺑﺎﺷﺪ‬‫ﮐﻪ‬‫ﻣﻨﺎﺑﻊ‬‫اﻃﻼﻋﺎﺗﯽ‬
‫ﻣﻨﺎﺳﺐ‬‫و‬‫ﻣﺮﺗﺒﻂ‬‫را‬‫ﺑﻪ‬‫ﮐﺎرﺑﺮان‬‫ﻣﻨﺎﺳﺐ‬‫ﭘﯿﺸﻨﻬﺎد‬‫ﻧﻤﺎﯾﺪ‬.
‫ﻓﻬﺮﺳﺖ‬‫اﺟﺘﻤﺎﻋﯽ‬‫ﺑﺎﯾﺴﺘﯽ‬‫ﺑﺘﻮاﻧﺪ‬‫ﮐﺎرﺑﺮان‬‫ﺑﺎ‬‫ﻋﻼﺋﻖ‬‫ﻣﻮﺿﻮﻋﯽ‬‫ﻣﺸﺎﺑﻪ‬‫را‬‫ﺷﻨﺎﺳﺎﯾﯽ‬‫و‬‫ﺑﻪ‬
‫ﻫﻤﺪﯾﮕﺮ‬‫ﻣﻌﺮﻓﯽ‬‫ﮐﻨﺪ‬.‫اﯾﻦ‬‫ﻓﻬﺮﺳﺖ‬‫ﻫﻤﭽﻨﯿﻦ‬‫ﺑﺎﯾﺴﺘﯽ‬‫اﻣﮑﺎن‬‫ﻣﻌﺮﻓﯽ‬‫ﻣﻨﺎﺑﻊ‬،‫ﻣﺤﺒﻮب‬
،‫ﺮاﺳﺘﻔﺎده‬‫ﭘ‬‫و‬‫ﺮﺑﺎرﮔﯿﺮي‬‫ﭘ‬‫ﺷﺪه‬‫را‬‫داﺷﺘﻪ‬‫ﺑﺎﺷﺪ‬.10

11. ‫ﻓﻬﺮﺳﺖ‬ ‫ﻣﻘﺎﯾﺴﻪ‬‫ﻓﻬﺮﺳﺖ‬ ‫در‬ ‫ﻫﺎ‬1.0‫ﻓﻬﺮﺳﺖ‬ ‫و‬2.0
‫ﻓﻬﺮﺳﺖ‬1
OPAC
‫ﻓﻬﺮﺳﺖ‬1
OPAC
‫ﻓﻬﺮﺳﺖ‬1
OPAC
‫ﻓﻬﺮﺳﺖ‬2:
‫اﺟﺘﻤﺎﻋﯽ‬
‫ﻓﻬﺮﺳﺖ‬2:
‫اﺟﺘﻤﺎﻋﯽ‬
11

12. ‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻓﻬﺮﺳﺖ‬ ‫ﺑﺎ‬ ‫ﻓﻬﺮﺳﺖ‬ ‫ﺗﻔﺎوت‬:‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻓﻬﺮﺳﺖ‬ ‫در‬ ‫ﺟﻤﻌﯽ‬ ‫ﺧﺮد‬ ‫ﺟﺎﯾﮕﺎه‬
‫ﮔﺮدآوري‬‫ﺳﺎزﻣﺎﻧﺪﻫﯽ‬‫ﻓﻬﺮﺳﺖ‬ ‫اﻧﺘﺸﺎر‬
‫ﮐﺎرﺑﺮان‬
‫ﮐﺘﺎﺑﺪار‬
‫ﺧﺮوﺟﯽ‬ ‫اﻃﻼﻋﺎت‬
‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻓﻬﺮﺳﺖ‬‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻓﻬﺮﺳﺖ‬
‫ﻓﻬﺮﺳﺖ‬‫ﻓﻬﺮﺳﺖ‬
‫ﮐﺘﺎﺑﺪار‬
‫ﮔﺮدآوري‬‫ﺳﺎزﻣﺎﻧﺪﻫﯽ‬‫ﻓﻬﺮﺳﺖ‬ ‫اﻧﺘﺸﺎر‬
‫ﺧﺮوﺟﯽ‬ ‫اﻃﻼﻋﺎت‬
‫ﮐﺮدن‬ ‫ﻧﻘﺪ‬
‫ﭘﯿﺸﻨﻬﺎد‬/‫ﮔﺬاﺷﺘﻦ‬ ‫ﻧﻈﺮ‬
‫ﮔﺬاﺷﺘﻦ‬ ‫ﺑﺮﭼﺴﺐ‬
‫دادن‬ ‫ﺳﺘﺎره‬
‫ﮔﺬاﺷﺘﻦ‬ ‫وﺑﻼگ‬ ‫روي‬
‫راﺑﻂ‬/‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻣﺤﺘﻮﯾﺎت‬ ‫واﺳﻂ‬
‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻓﻬﺮﺳﺖ‬‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻓﻬﺮﺳﺖ‬
‫ﮐﺎرﺑﺮان‬
12

13. ‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻓﻬﺮﺳﺖ‬ ‫ﻣﺸﺨﺼﻪ‬
‫از‬‫ﻃﺮﯾﻖ‬‫ﺗﻌﺎﻣﻞ‬‫و‬‫ﻣﺸﺎرﮐﺖ‬‫اﺟﺘﻤﺎﻋﯽ‬‫و‬‫ﺧﺮد‬،‫ﺟﻤﻌﯽ‬‫ﻣﺤﺘﻮﯾﺎت‬
‫ﻓﻬﺮﺳﺖ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫ﻏﻨﯽ‬‫ﺳﺎزي‬‫ﻣﯽ‬‫ﺷﻮد‬‫و‬‫ﺑﻬﺒﻮد‬‫ﻣﯽ‬‫ﯾﺎﺑﺪ؛‬‫و‬‫ﺑﻪ‬‫ﯾﮏ‬
‫ﻓﻬﺮﺳﺖ‬‫اﺟﺘﻤﺎﻋﯽ‬‫ﺗﺒﺪﯾﻞ‬‫ﻣﯽ‬‫ﺷﻮد‬.
،‫ﮐﺎرﺑﺮان‬‫داﻧﺶ‬‫و‬‫ﺗﺠﺮﺑﻪ‬‫ﺧﻮد‬‫را‬‫ﺑﻪ‬‫اﺷﺘﺮاك‬‫ﻣﯽ‬‫ﮔﺬارﻧﺪ‬‫و‬‫ﺑﻪ‬
‫اﺻﻄﻼح‬»‫ارزش‬‫اﻓﺰوده‬«‫ﺑﻪ‬‫ﻓﻬﺮﺳﺖ‬‫ﻣﯽ‬‫اﻓﺰاﯾﻨﺪ‬.
‫از‬‫ﻃﺮﯾﻖ‬‫ﺗﻌﺎﻣﻞ‬‫و‬‫ﻣﺸﺎرﮐﺖ‬‫اﺟﺘﻤﺎﻋﯽ‬‫و‬‫ﺧﺮد‬،‫ﺟﻤﻌﯽ‬‫ﻣﺤﺘﻮﯾﺎت‬
‫ﻓﻬﺮﺳﺖ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫ﻏﻨﯽ‬‫ﺳﺎزي‬‫ﻣﯽ‬‫ﺷﻮد‬‫و‬‫ﺑﻬﺒﻮد‬‫ﻣﯽ‬‫ﯾﺎﺑﺪ؛‬‫و‬‫ﺑﻪ‬‫ﯾﮏ‬
‫ﻓﻬﺮﺳﺖ‬‫اﺟﺘﻤﺎﻋﯽ‬‫ﺗﺒﺪﯾﻞ‬‫ﻣﯽ‬‫ﺷﻮد‬.
،‫ﮐﺎرﺑﺮان‬‫داﻧﺶ‬‫و‬‫ﺗﺠﺮﺑﻪ‬‫ﺧﻮد‬‫را‬‫ﺑﻪ‬‫اﺷﺘﺮاك‬‫ﻣﯽ‬‫ﮔﺬارﻧﺪ‬‫و‬‫ﺑﻪ‬
‫اﺻﻄﻼح‬»‫ارزش‬‫اﻓﺰوده‬«‫ﺑﻪ‬‫ﻓﻬﺮﺳﺖ‬‫ﻣﯽ‬‫اﻓﺰاﯾﻨﺪ‬.
13

14. ‫اﺟﺘﻤﺎﻋﯽ‬ ‫و‬ ‫ﺳﻨﺘﯽ‬ ‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬ ‫ﺗﻔﺎوت‬
‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬ ‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫ﺳﻨﺘﯽ‬
‫دوﺳﻮﯾﻪ‬
)‫ﮐﺎرﺑﺮ‬ ‫و‬ ‫ﮐﺘﺎﺑﺪار‬(
‫ﻣﺤﻮر‬ ‫ﮐﺘﺎﺑﺪار‬
)‫ﭘﺎﯾﯿﻦ‬ ‫ﺑﻪ‬ ‫ﺑﺎﻻ‬ ‫از‬(
‫و‬ ‫ﺳﺎزي‬ ‫ﻣﺠﻤﻮﻋﻪ‬
‫آوري‬ ‫ﻓﺮاﻫﻢ‬
‫ﻣﺤﺘﻮا‬
‫و‬ ‫ﺳﺎزي‬ ‫ﻣﺠﻤﻮﻋﻪ‬
‫آوري‬ ‫ﻓﺮاﻫﻢ‬
‫ﻣﺤﺘﻮا‬
،‫ﻣﺪﯾﺮﯾﺖ‬ ،‫ﺳﺎزﻣﺎﻧﺪﻫﯽ‬
‫ﮐﺮدن‬ ‫ﺗﺎﯾﯿﺪ‬ ‫و‬
‫و‬ ‫ﺳﺎزﻣﺎﻧﺪﻫﯽ‬
‫ﻣﺪﯾﺮﯾﺖ‬
‫ﮐﺘﺎﺑﺪار‬ ‫ﻧﻘﺶ‬
‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﺗﻮﻟﯿﺪ‬ ‫ﭘﮋوﻫﺸﯽ‬ ‫ﺣﻤﺎﯾﺖ‬ ‫رﺳﺎﻟﺖ‬ ‫و‬ ‫ﻫﺪف‬

15. ‫ﭼﯿﺴﺖ؟‬ ‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻓﻬﺮﺳﺘﮕﺎه‬ ‫و‬ ‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬
‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫اﺟﺘﻤﺎﻋﯽ‬)‫ﻓﻬﺮﺳﺘﮕﺎه‬‫اﺟﺘﻤﺎﻋﯽ‬(:‫ﻣﻔﻬﻮم‬ً‫ﺎ‬‫ﻧﺴﺒﺘ‬‫ﺟﺪﯾﺪي‬‫اﺳﺖ‬‫ﮐﻪ‬‫ﺑﻪ‬‫دﻧﺒﺎل‬
‫ﻓﻨﺎوري‬‫ﻫﺎي‬‫وب‬2‫و‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬2‫ﻣﻄﺮح‬‫ﺷﺪ‬.‫در‬،‫واﻗﻊ‬‫ﯾﮏ‬‫ﻧﻮع‬‫ﺑﺮﻧﺎﻣﻪ‬‫ﮐﺎرﺑﺮدي‬‫وب‬)web
application(‫اﺳﺖ‬‫ﮐﻪ‬‫ﺑﻪ‬‫ﮐﺎرﺑﺮان‬)،‫ﻧﻮﯾﺴﻨﺪﮔﺎن‬،‫ﻧﺎﺷﺮان‬،‫ﮐﺘﺎﺑﺪاران‬‫و‬...(‫ﮐﻤﮏ‬‫ﮐﻨﺪ‬‫ﺗﺎ‬
‫ﻣﻨﺎﺑﻊ‬‫و‬‫اﺷﯿﺎي‬‫اﻃﻼﻋﺎﺗﯽ‬)‫اﻋﻢ‬‫از‬،‫ﮐﺘﺎب‬،‫ﻓﯿﻠﻢ‬‫ﻟﻮح‬،‫ﻓﺸﺮده‬‫و‬...(‫ﺷﺨﺼﯽ‬‫ﯾﺎ‬‫ﻣﻮرد‬‫ﻋﻼﻗﻪ‬
‫ﺧﻮد‬‫را‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫ﮐﻨﻨﺪ‬.
‫اﺻﻄﻼح‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫اﺟﺘﻤﺎﻋﯽ‬‫ﺑﺮ‬‫دو‬‫ﻣﺸﺨﺼﻪ‬‫ﯾﺎ‬‫وﯾﮋﮔﯽ‬‫ﮐﻪ‬‫ﺧﺎﺳﺘﮕﺎه‬‫آن‬‫ﻣﺤﯿﻂ‬
‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫ﭼﻨﺪﮐﺎرﺑﺮه‬،‫اﺳﺖ‬‫دﻻﻟﺖ‬‫دارد‬:
‫ﺗﻮاﻧﺎﯾﯽ‬‫ﺑﻪ‬‫اﺷﺘﺮاك‬‫ﮔﺬاﺷﺘﻦ‬‫ﻓﻬﺮﺳﺖ‬‫و‬‫ﺗﻌﺎﻣﻞ‬‫ﮐﺮدن‬‫ﺑﺎ‬‫دﯾﮕﺮان‬‫روي‬‫آﯾﺘﻢ‬‫ﻫﺎي‬)‫اﻗﻼم‬(
‫ﺑﻪ‬‫اﺷﺘﺮاك‬‫ﮔﺬاﺷﺘﻪ‬‫ﺷﺪه؛‬‫و‬
‫ﻏﻨﯽ‬‫ﺳﺎزي‬‫ﯾﺎ‬‫ﺑﻬﺒﻮد‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫ﺗﻮﺻﯿﻔﯽ‬‫و‬‫ﺗﺤﻠﯿﻠﯽ‬‫از‬‫ﻃﺮﯾﻖ‬‫ﻣﺸﺎرﮐﺖ‬‫ﻣﺴﺘﻘﯿﻢ‬‫و‬
‫ﻋﯿﺎن‬‫در‬‫ﺗﻮﻟﯿﺪ‬‫اﺑﺮداده‬‫ﻫﺎي‬،‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫ﯾﺎ‬‫از‬‫ﻃﺮﯾﻖ‬‫ﺗﺤﻠﯿﻞ‬‫داده‬‫ﻫﺎي‬‫ﻧﻬﺎن‬‫و‬‫ﭘﻨﻬﺎن‬
)‫ﺑﺮاي‬‫ﻧﻤﻮﻧﻪ‬‫ﮐﺎرﺑﺮاﻧﯽ‬‫ﮐﻪ‬‫ﮐﺘﺎب‬‫اﻟﻒ‬‫را‬‫دوﺳﺖ‬،‫دارﻧﺪ‬‫ﮐﺘﺎب‬‫ب‬‫را‬‫ﻫﻢ‬‫دوﺳﺖ‬
‫دارﻧﺪ‬(.
‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫اﺟﺘﻤﺎﻋﯽ‬)‫ﻓﻬﺮﺳﺘﮕﺎه‬‫اﺟﺘﻤﺎﻋﯽ‬(:‫ﻣﻔﻬﻮم‬ً‫ﺎ‬‫ﻧﺴﺒﺘ‬‫ﺟﺪﯾﺪي‬‫اﺳﺖ‬‫ﮐﻪ‬‫ﺑﻪ‬‫دﻧﺒﺎل‬
‫ﻓﻨﺎوري‬‫ﻫﺎي‬‫وب‬2‫و‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬2‫ﻣﻄﺮح‬‫ﺷﺪ‬.‫در‬،‫واﻗﻊ‬‫ﯾﮏ‬‫ﻧﻮع‬‫ﺑﺮﻧﺎﻣﻪ‬‫ﮐﺎرﺑﺮدي‬‫وب‬)web
application(‫اﺳﺖ‬‫ﮐﻪ‬‫ﺑﻪ‬‫ﮐﺎرﺑﺮان‬)،‫ﻧﻮﯾﺴﻨﺪﮔﺎن‬،‫ﻧﺎﺷﺮان‬،‫ﮐﺘﺎﺑﺪاران‬‫و‬...(‫ﮐﻤﮏ‬‫ﮐﻨﺪ‬‫ﺗﺎ‬
‫ﻣﻨﺎﺑﻊ‬‫و‬‫اﺷﯿﺎي‬‫اﻃﻼﻋﺎﺗﯽ‬)‫اﻋﻢ‬‫از‬،‫ﮐﺘﺎب‬،‫ﻓﯿﻠﻢ‬‫ﻟﻮح‬،‫ﻓﺸﺮده‬‫و‬...(‫ﺷﺨﺼﯽ‬‫ﯾﺎ‬‫ﻣﻮرد‬‫ﻋﻼﻗﻪ‬
‫ﺧﻮد‬‫را‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫ﮐﻨﻨﺪ‬.
‫اﺻﻄﻼح‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫اﺟﺘﻤﺎﻋﯽ‬‫ﺑﺮ‬‫دو‬‫ﻣﺸﺨﺼﻪ‬‫ﯾﺎ‬‫وﯾﮋﮔﯽ‬‫ﮐﻪ‬‫ﺧﺎﺳﺘﮕﺎه‬‫آن‬‫ﻣﺤﯿﻂ‬
‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫ﭼﻨﺪﮐﺎرﺑﺮه‬،‫اﺳﺖ‬‫دﻻﻟﺖ‬‫دارد‬:
‫ﺗﻮاﻧﺎﯾﯽ‬‫ﺑﻪ‬‫اﺷﺘﺮاك‬‫ﮔﺬاﺷﺘﻦ‬‫ﻓﻬﺮﺳﺖ‬‫و‬‫ﺗﻌﺎﻣﻞ‬‫ﮐﺮدن‬‫ﺑﺎ‬‫دﯾﮕﺮان‬‫روي‬‫آﯾﺘﻢ‬‫ﻫﺎي‬)‫اﻗﻼم‬(
‫ﺑﻪ‬‫اﺷﺘﺮاك‬‫ﮔﺬاﺷﺘﻪ‬‫ﺷﺪه؛‬‫و‬
‫ﻏﻨﯽ‬‫ﺳﺎزي‬‫ﯾﺎ‬‫ﺑﻬﺒﻮد‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫ﺗﻮﺻﯿﻔﯽ‬‫و‬‫ﺗﺤﻠﯿﻠﯽ‬‫از‬‫ﻃﺮﯾﻖ‬‫ﻣﺸﺎرﮐﺖ‬‫ﻣﺴﺘﻘﯿﻢ‬‫و‬
‫ﻋﯿﺎن‬‫در‬‫ﺗﻮﻟﯿﺪ‬‫اﺑﺮداده‬‫ﻫﺎي‬،‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫ﯾﺎ‬‫از‬‫ﻃﺮﯾﻖ‬‫ﺗﺤﻠﯿﻞ‬‫داده‬‫ﻫﺎي‬‫ﻧﻬﺎن‬‫و‬‫ﭘﻨﻬﺎن‬
)‫ﺑﺮاي‬‫ﻧﻤﻮﻧﻪ‬‫ﮐﺎرﺑﺮاﻧﯽ‬‫ﮐﻪ‬‫ﮐﺘﺎب‬‫اﻟﻒ‬‫را‬‫دوﺳﺖ‬،‫دارﻧﺪ‬‫ﮐﺘﺎب‬‫ب‬‫را‬‫ﻫﻢ‬‫دوﺳﺖ‬
‫دارﻧﺪ‬(.
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16. ‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬
‫ﻧﺮم‬‫اﻓﺰارﻫﺎ‬‫و‬‫ﻓﻬﺮﺳﺘﮕﺎه‬‫ﻫﺎﯾﯽ‬)‫وﺑﮕﺎه‬‫ﻣﺨﺼﻮص‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬(
‫وﺟﻮد‬‫دارﻧﺪ‬‫ﮐﻪ‬‫اﻣﮑﺎن‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬،‫دﯾﺠﯿﺘﺎﻟﯽ‬‫ذﺧﯿﺮه‬‫و‬‫اﺷﺘﺮاك‬
‫ﭘﯿﺸﯿﻨﻪ‬‫ﮐﺘﺎﺑﺸﻨﺎﺧﺘﯽ‬‫ﻣﻨﺎﺑﻊ‬‫اﻃﻼﻋﺎﺗﯽ‬)،‫ﮐﺘﺎب‬‫ﻟﻮح‬،‫ﻓﺸﺮده‬...(‫و‬
‫ﺮداده‬‫ﺑ‬َ‫ا‬‫ﻫﺎي‬‫ﻣﺮﺑﻮط‬‫ﺑﻪ‬‫ﻫﺮ‬‫ﻣﻨﺒﻊ‬‫را‬‫ﻓﺮاﻫﻢ‬‫ﻣﯽ‬‫ﺳﺎزﻧﺪ‬.
‫ﺗﻔﺎوت‬‫اﯾﻦ‬‫ﻓﻬﺮﺳﺘﮕﺎه‬‫ﻫﺎ‬‫در‬‫اﯾﻦ‬‫اﺳﺖ‬‫ﮐﻪ‬‫ﺑﺮﺧﻼف‬‫ﻓﻬﺮﺳﺖ‬‫ﻫﺎي‬
‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬،‫اي‬‫ﻣﯽ‬‫ﺗﻮاﻧﻨﺪ‬‫ﺗﻮﺳﻂ‬،‫ﻧﻮﯾﺴﻨﺪﮔﺎن‬،‫ﻧﺎﺷﺮان‬‫ﮐﺘﺎﺑﻔﺮوﺷﯽ‬،‫ﻫﺎ‬
‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬،‫ﻫﺎ‬‫و‬‫ﺣﺘﯽ‬‫اﺷﺨﺎص‬)‫ﮐﺎرﺑﺮان‬(‫ﻋﻼﻗﻪ‬‫ﻣﻨﺪ‬‫اﺳﺘﻔﺎده‬‫ﺷﻮﻧﺪ‬.
‫ﻧﻈﺎم‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫در‬‫ﻓﻬﺮﺳﺘﮕﺎه‬‫ﻫﺎي‬‫اﺟﺘﻤﺎﻋﯽ‬‫ﺧﯿﻠﯽ‬‫ﺑﯿﺸﺘﺮ‬‫از‬‫ﻧﻈﺎم‬
‫ﺳﻨﺘﯽ‬‫ﻗﺎﺑﻠﯿﺖ‬‫ﺷﺨﺼﯽ‬‫ﺳﺎزي‬‫دارﻧﺪ‬.
‫ﻧﺮم‬‫اﻓﺰارﻫﺎ‬‫و‬‫ﻓﻬﺮﺳﺘﮕﺎه‬‫ﻫﺎﯾﯽ‬)‫وﺑﮕﺎه‬‫ﻣﺨﺼﻮص‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬(
‫وﺟﻮد‬‫دارﻧﺪ‬‫ﮐﻪ‬‫اﻣﮑﺎن‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬،‫دﯾﺠﯿﺘﺎﻟﯽ‬‫ذﺧﯿﺮه‬‫و‬‫اﺷﺘﺮاك‬
‫ﭘﯿﺸﯿﻨﻪ‬‫ﮐﺘﺎﺑﺸﻨﺎﺧﺘﯽ‬‫ﻣﻨﺎﺑﻊ‬‫اﻃﻼﻋﺎﺗﯽ‬)،‫ﮐﺘﺎب‬‫ﻟﻮح‬،‫ﻓﺸﺮده‬...(‫و‬
‫ﺮداده‬‫ﺑ‬َ‫ا‬‫ﻫﺎي‬‫ﻣﺮﺑﻮط‬‫ﺑﻪ‬‫ﻫﺮ‬‫ﻣﻨﺒﻊ‬‫را‬‫ﻓﺮاﻫﻢ‬‫ﻣﯽ‬‫ﺳﺎزﻧﺪ‬.
‫ﺗﻔﺎوت‬‫اﯾﻦ‬‫ﻓﻬﺮﺳﺘﮕﺎه‬‫ﻫﺎ‬‫در‬‫اﯾﻦ‬‫اﺳﺖ‬‫ﮐﻪ‬‫ﺑﺮﺧﻼف‬‫ﻓﻬﺮﺳﺖ‬‫ﻫﺎي‬
‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬،‫اي‬‫ﻣﯽ‬‫ﺗﻮاﻧﻨﺪ‬‫ﺗﻮﺳﻂ‬،‫ﻧﻮﯾﺴﻨﺪﮔﺎن‬،‫ﻧﺎﺷﺮان‬‫ﮐﺘﺎﺑﻔﺮوﺷﯽ‬،‫ﻫﺎ‬
‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬،‫ﻫﺎ‬‫و‬‫ﺣﺘﯽ‬‫اﺷﺨﺎص‬)‫ﮐﺎرﺑﺮان‬(‫ﻋﻼﻗﻪ‬‫ﻣﻨﺪ‬‫اﺳﺘﻔﺎده‬‫ﺷﻮﻧﺪ‬.
‫ﻧﻈﺎم‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫در‬‫ﻓﻬﺮﺳﺘﮕﺎه‬‫ﻫﺎي‬‫اﺟﺘﻤﺎﻋﯽ‬‫ﺧﯿﻠﯽ‬‫ﺑﯿﺸﺘﺮ‬‫از‬‫ﻧﻈﺎم‬
‫ﺳﻨﺘﯽ‬‫ﻗﺎﺑﻠﯿﺖ‬‫ﺷﺨﺼﯽ‬‫ﺳﺎزي‬‫دارﻧﺪ‬.
16

17. ‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻓﻬﺮﺳﺖ‬ ‫ﻣﺰاﯾﺎي‬
‫ﻣﻮﺟﺐ‬‫ﺟﻠﺐ‬‫ﮐﺎرﺑﺮان‬‫و‬‫ﻣﺸﺎرﮐﺖ‬‫آﻧﺎن‬‫ﻣﯽ‬‫ﺷﻮد‬.
‫ﻣﻮﺟﺐ‬‫ﺗﺴﻬﯿﻞ‬‫ﺗﺸﺨﯿﺺ‬»‫ﻣﻮﺿﻮع‬«‫ﮐﺘﺎب‬‫و‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫ﻣﻮﺿﻮﻋﯽ‬
‫ﺑﻪ‬‫واﺳﻄﻪ‬‫ﺑﻪ‬‫ﮐﺎرﮔﯿﺮي‬»‫ﺧﺮد‬‫ﺟﻤﻌﯽ‬«‫ﻣﯽ‬‫ﺷﻮد‬.
‫ﻣﯽ‬‫ﺗﻮان‬‫رد‬‫ﭘﺎي‬‫ﮐﺎرﺑﺮان‬‫را‬‫در‬‫ﻓﻬﺮﺳﺖ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫دﯾﺪ‬‫و‬‫ﻓﻬﻤﯿﺪ‬‫ﮐﻪ‬
‫ﭼﻪ‬‫ﮐﺴﯽ‬‫ﺑﻪ‬‫ﭼﻪ‬‫ﭼﯿﺰي‬)،‫ﮐﺘﺎب‬،‫ﻣﻮﺿﻮع‬...(‫ﻋﻼﻗﻪ‬‫ﻣﻨﺪ‬‫اﺳﺖ‬.
‫ﻣﻮﺟﺐ‬‫ﻏﻨﯽ‬‫ﺳﺎزي‬‫اﻃﻼﻋﺎت‬‫و‬‫اﻓﺰودن‬»‫ارزش‬‫اﻓﺰوده‬«‫ﺑﻪ‬
‫رﮐﻮردﻫﺎي‬‫ﻣﻮﺟﻮد‬‫در‬‫ﭘﺎﯾﮕﺎه‬‫ﮐﺘﺎﺑﺸﻨﺎﺧﺘﯽ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫ﻣﯽ‬‫ﺷﻮد‬.
‫ﻣﻮﺟﺐ‬‫ﺟﻠﺐ‬‫ﮐﺎرﺑﺮان‬‫و‬‫ﻣﺸﺎرﮐﺖ‬‫آﻧﺎن‬‫ﻣﯽ‬‫ﺷﻮد‬.
‫ﻣﻮﺟﺐ‬‫ﺗﺴﻬﯿﻞ‬‫ﺗﺸﺨﯿﺺ‬»‫ﻣﻮﺿﻮع‬«‫ﮐﺘﺎب‬‫و‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫ﻣﻮﺿﻮﻋﯽ‬
‫ﺑﻪ‬‫واﺳﻄﻪ‬‫ﺑﻪ‬‫ﮐﺎرﮔﯿﺮي‬»‫ﺧﺮد‬‫ﺟﻤﻌﯽ‬«‫ﻣﯽ‬‫ﺷﻮد‬.
‫ﻣﯽ‬‫ﺗﻮان‬‫رد‬‫ﭘﺎي‬‫ﮐﺎرﺑﺮان‬‫را‬‫در‬‫ﻓﻬﺮﺳﺖ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫دﯾﺪ‬‫و‬‫ﻓﻬﻤﯿﺪ‬‫ﮐﻪ‬
‫ﭼﻪ‬‫ﮐﺴﯽ‬‫ﺑﻪ‬‫ﭼﻪ‬‫ﭼﯿﺰي‬)،‫ﮐﺘﺎب‬،‫ﻣﻮﺿﻮع‬...(‫ﻋﻼﻗﻪ‬‫ﻣﻨﺪ‬‫اﺳﺖ‬.
‫ﻣﻮﺟﺐ‬‫ﻏﻨﯽ‬‫ﺳﺎزي‬‫اﻃﻼﻋﺎت‬‫و‬‫اﻓﺰودن‬»‫ارزش‬‫اﻓﺰوده‬«‫ﺑﻪ‬
‫رﮐﻮردﻫﺎي‬‫ﻣﻮﺟﻮد‬‫در‬‫ﭘﺎﯾﮕﺎه‬‫ﮐﺘﺎﺑﺸﻨﺎﺧﺘﯽ‬‫ﮐﺘﺎﺑﺨﺎﻧﻪ‬‫ﻣﯽ‬‫ﺷﻮد‬.

18. ‫ﺑﺮﻧﺎﻣﻪ‬‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬ ‫ﮐﺎرﺑﺮدي‬ ‫ﻫﺎي‬
 Books: Anobii, Goodreads, Google Books My Library,
LibraryThing, Shelfari, weRead, Loved.la
 Data: Jumper 2.0
 Devices: gdgt
 Films: Criticker, Film Aficionado, FilmCrave, Flickchart,
Flixster, Internet Movie Database
 Music: Discogs, Last.fm, Libre.fm, Rate Your Music
 Scholarly citations: Bibster, CiteULike, Connotea, refbase
 Places and products: KartMe
 Recipes: KeepRecipes
 Books: Anobii, Goodreads, Google Books My Library,
LibraryThing, Shelfari, weRead, Loved.la
 Data: Jumper 2.0
 Devices: gdgt
 Films: Criticker, Film Aficionado, FilmCrave, Flickchart,
Flixster, Internet Movie Database
 Music: Discogs, Last.fm, Libre.fm, Rate Your Music
 Scholarly citations: Bibster, CiteULike, Connotea, refbase
 Places and products: KartMe
 Recipes: KeepRecipes

19.  aNobii: www.anobii.com
 Bookish: www.bookish.com
 Douban: www.douban.com
 Goodreads: www.goodreads.com
 LibraryThing:
www.librarything.com
 Shelfari: www.shelfari.com
‫وﺑﮕﺎه‬‫ﻫﺎ‬)‫ﻓﻬﺮﺳﺘﮕﺎه‬‫ﻫﺎ‬(‫ﺑﺮﻧﺎﻣﻪ‬ ‫ﯾﺎ‬‫ﮐﺎرﺑﺮدي‬ ‫ﻫﺎي‬
‫اﺟﺘﻤﺎﻋﯽ‬ ‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬:‫ﮐﺘﺎب‬
 aNobii: www.anobii.com
 Bookish: www.bookish.com
 Douban: www.douban.com
 Goodreads: www.goodreads.com
 LibraryThing:
www.librarything.com
 Shelfari: www.shelfari.com

21. ‫اﻣﮑﺎن‬‫ﻓﻬﺮﺳﺘﻨﻮﯾﺴﯽ‬‫ﻣﻨﺎﺑﻊ‬‫ﻓﺎرﺳﯽ‬‫در‬‫ﻓﻬﺮﺳﺘﮕﺎه‬‫ﻫﺎي‬‫اﺟﺘﻤﺎﻋﯽ‬

34. Welcome to NoveList!
Click "Start" to begin your fiction search.
What's New in NoveList: October news
September news
August news
TEACHERS: Be sure to try the Features for Teachers button near the top of your screen, towards the left side. Features for Teachers is a new page in
NoveList which provides ideas for using NoveList to support your teaching and provides links to new curriculum-related materials each month. Click the
Features for Teachers button and explore the page!
TEACHERS: Be sure to try the Features for Teachers button near the top of your screen, towards the left side. Features for Teachers is a new page in
NoveList which provides ideas for using NoveList to support your teaching and provides links to new curriculum-related materials each month. Click the
Features for Teachers button and explore the page!
HALLOWEEN: NoveList celebrates Halloween with a new article on Historical Fiction featuring witches: Fire Burn and Cauldron Bubble — Witches
in Historical Fiction by Sarah Nesbeitt. In addition, check out some articles from Booklist: Top 10 Horror Novels by Ray Olson, and The Booklist
Interview: Neil Gaiman. In the Standards Based Thematic Unit Halloween, a Hallowed Eve at Harvest Time, teachers in Grades 3 - 6 will find
some excellent suggestions for approaching Halloween in the classroom, from Sleepy Hollow to los Días de los Muertos in Latin American cultures.
JOHN STEINBECK IS 100 YEARS OLD! Some communities are observing the 100th anniversary of John Steinbeck's birth by re-reading his novels.
NoveList presents a Book Discussion Guide this month for The Grapes of Wrath. Click Book Discussion Guides to see what other Adult level titles are
available.
TEENS ARE NOT ALL ALIKE! See a range of literature popular with teens in the latest additions to the BookTalks section. From historical fiction to problem
novels to fantasy, teens really do like to read, and they read a variety of fiction. Click BookTalks to choose either Children's or Young Adult level titles. For a list
of the newest talks, be sure to click October news above, under What's New in NoveList. And don't forget: Teen Read Week is October 13 - 19.
WHAT DO DIANA GABALDON AND SARA DONATI HAVE IN COMMON? Answer: Outlander fans might enjoy Sara Donati's Historical Fiction series
featuring Nathaniel and Elizabeth Bonner. Click Author Read-alikes to find out about more read-alikes suggestions.

35. 35

36. Why focus on the catalogue?
 It centers around the collection – where the books are!
 Opportunity for increased collaboration and sharing of
expertise
 An element of trust already exists
 Catalogues can reach readers in their homes, on the bus, in
the airport or on vacation!
 Features allow for interaction, sharing and an understanding
of our community’s reading interests
 Features promote sharing the reading experience
Source: Laurel Tarulli. Social Catalogues and Readers’ Advisory Services: Building trust,
promoting community and enhancing RA services outside the physical branch. The
Cataloguing Librarian Blog: http://laureltarulli.wordpress.com
36
 It centers around the collection – where the books are!
 Opportunity for increased collaboration and sharing of
expertise
 An element of trust already exists
 Catalogues can reach readers in their homes, on the bus, in
the airport or on vacation!
 Features allow for interaction, sharing and an understanding
of our community’s reading interests
 Features promote sharing the reading experience
Source: Laurel Tarulli. Social Catalogues and Readers’ Advisory Services: Building trust,
promoting community and enhancing RA services outside the physical branch. The
Cataloguing Librarian Blog: http://laureltarulli.wordpress.com

37. ‫ﻣﺆﻟﻔﻪ‬‫ﺧﻮاﻧﺪن‬ ‫ﻣﺸﺎوره‬ ‫در‬ ‫ﺿﺮوري‬ ‫ﻫﺎي‬
‫ﻣﺆﻟﻔﻪ‬‫ﻫﺎي‬‫ﮐﻪ‬‫ﺑﺎﯾﺴﺘﯽ‬‫در‬‫ﻣﺸﺎوره‬‫ﺧﻮاﻧﺪن‬‫در‬‫ﻧﻈﺮ‬‫ﮔﺮﻓﺘﻪ‬‫ﺷﻮﻧﺪ‬:
‫ﺟﻨﺴﯿﺖ‬
‫ﻧﻮع‬‫اﺛﺮ‬:
‫ژاﻧﺮ‬)‫ﻧﻮع‬(‫داﺳﺘﺎن‬:‫داﺳﺘﺎن‬،‫ﻋﻠﻤﯽ‬‫ﻓﺎﻧﺘﺰي‬/،‫ﺗﺨﯿﻠﯽ‬،‫ﺗﺮﺳﻨﺎك‬،‫ﻫﻨﺮي‬...
‫ﻧﻮع‬‫داﺳﺘﺎن‬:‫داﺳﺘﺎن‬،‫ﮐﻮﺗﺎه‬،‫روﻣﺎن‬،‫ﻏﺮﺑﯽ‬،‫ﻋﺎﺷﻘﺎﻧﻪ‬،‫ﭘﻠﯿﺴﯽ‬...
‫ﮔﺮوه‬‫ﺳﻨﯽ‬:،‫ﮐﻮدك‬،‫ﻧﻮﺟﻮان‬‫ﺑﺰرﮔﺴﺎل‬
‫ﺳﻪ‬‫ﺿﻠﻊ‬‫ﻣﺜﻠﺚ‬‫ﻣﺸﺎوره‬‫ﺧﻮاﻧﺪن‬‫ﻋﺒﺎرﺗﻨﺪ‬‫از‬:‫ﮐﺎرﺑﺮ‬/‫ﺧﻮاﻧﻨﺪه‬/
‫اﺳﺘﻔﺎده‬،‫ﮐﻨﻨﺪه‬‫ﮐﺘﺎب‬/،‫ﻧﻮﯾﺴﻨﺪه‬‫و‬‫ﮐﺘﺎﺑﺪار‬‫ﯾﺎ‬‫ﻣﺘﺨﺼﺺ‬‫اﻃﻼﻋﺎت‬.
‫ﻣﺆﻟﻔﻪ‬‫ﻫﺎي‬‫ﮐﻪ‬‫ﺑﺎﯾﺴﺘﯽ‬‫در‬‫ﻣﺸﺎوره‬‫ﺧﻮاﻧﺪن‬‫در‬‫ﻧﻈﺮ‬‫ﮔﺮﻓﺘﻪ‬‫ﺷﻮﻧﺪ‬:
‫ﺟﻨﺴﯿﺖ‬
‫ﻧﻮع‬‫اﺛﺮ‬:
‫ژاﻧﺮ‬)‫ﻧﻮع‬(‫داﺳﺘﺎن‬:‫داﺳﺘﺎن‬،‫ﻋﻠﻤﯽ‬‫ﻓﺎﻧﺘﺰي‬/،‫ﺗﺨﯿﻠﯽ‬،‫ﺗﺮﺳﻨﺎك‬،‫ﻫﻨﺮي‬...
‫ﻧﻮع‬‫داﺳﺘﺎن‬:‫داﺳﺘﺎن‬،‫ﮐﻮﺗﺎه‬،‫روﻣﺎن‬،‫ﻏﺮﺑﯽ‬،‫ﻋﺎﺷﻘﺎﻧﻪ‬،‫ﭘﻠﯿﺴﯽ‬...
‫ﮔﺮوه‬‫ﺳﻨﯽ‬:،‫ﮐﻮدك‬،‫ﻧﻮﺟﻮان‬‫ﺑﺰرﮔﺴﺎل‬
‫ﺳﻪ‬‫ﺿﻠﻊ‬‫ﻣﺜﻠﺚ‬‫ﻣﺸﺎوره‬‫ﺧﻮاﻧﺪن‬‫ﻋﺒﺎرﺗﻨﺪ‬‫از‬:‫ﮐﺎرﺑﺮ‬/‫ﺧﻮاﻧﻨﺪه‬/
‫اﺳﺘﻔﺎده‬،‫ﮐﻨﻨﺪه‬‫ﮐﺘﺎب‬/،‫ﻧﻮﯾﺴﻨﺪه‬‫و‬‫ﮐﺘﺎﺑﺪار‬‫ﯾﺎ‬‫ﻣﺘﺨﺼﺺ‬‫اﻃﻼﻋﺎت‬.
37

40. Happy reading!
‫ﺷﻤﺎ‬ ‫ﺗﻮﺟﻪ‬ ‫از‬ ‫ﺗﺸﮑﺮ‬ ‫ﺑﺎ‬
‫ﺳﺆال؟‬
‫راﯾﺎﻧﺎﻣﻪ‬:
anoruzi@gmail.com
‫ﺳﺆال؟‬

41. References
Booth, H. (2007). Serving teens through reader’s advisory. Chicago, IL:
ALA Editions.
Chelton, M. K. (2001). RA to-do and not-to-do list [Handout]. Reader's
advisory: The complete spectrum. Retrieved from
http://www.sjrlc.org/RAhandouts/RAdosdonts.htm
Cords, S. S. (n.d.). An introduction to nonfiction readers' advisory for
Bettendorf Public Library [blog post]. Citizen Reader. Retrieved from
http://www.citizenreader.com/citizen/nonfiction-readers-advisory-
bettendorf.html
Gleason, E. (2013, October 3). Readers’ advisory rundown. Program
presented at the meeting of the Wyoming Library Association.
Mohawk Valley Library System. (2008, May 29). Sue speaks: Nancy Pearl
entry #1 [blog post]. Retrieved from
http://www.mvls.info/blog/2008/05/29/sue-speaks-nancy-pearl-entry-1
Booth, H. (2007). Serving teens through reader’s advisory. Chicago, IL:
ALA Editions.
Chelton, M. K. (2001). RA to-do and not-to-do list [Handout]. Reader's
advisory: The complete spectrum. Retrieved from
http://www.sjrlc.org/RAhandouts/RAdosdonts.htm
Cords, S. S. (n.d.). An introduction to nonfiction readers' advisory for
Bettendorf Public Library [blog post]. Citizen Reader. Retrieved from
http://www.citizenreader.com/citizen/nonfiction-readers-advisory-
bettendorf.html
Gleason, E. (2013, October 3). Readers’ advisory rundown. Program
presented at the meeting of the Wyoming Library Association.
Mohawk Valley Library System. (2008, May 29). Sue speaks: Nancy Pearl
entry #1 [blog post]. Retrieved from
http://www.mvls.info/blog/2008/05/29/sue-speaks-nancy-pearl-entry-1

42. References
Orr, C. (n.d.). Cindy Orr's golden rules of readers' advisory service. Retrieved
from http://www.cindyorr.com/Golden_Rules_of_RA.html
Pearl, N. (2012, March 16). Check it out with Nancy Pearl: Finding the next
good book. Retrieved from http://www.publishersweekly.com/pw/by-
topic/columns-and-blogs/nancy-pearl/index.html
Peck, P. (2010). Reader’s advisory for children and ‘tweens. Santa Barbara,
CA: Libraries Unlimited.
Saricks, J. (2005). Reader’s advisory service in the public library. Chicago:
IL: ALA Editions.
Saricks, J. (2009). At leisure: Taking on the quiz challenge. The
Booklist, 105(22), 27. Retrieved from
http://search.proquest.com/docview/235647734?accountid=40795
Orr, C. (n.d.). Cindy Orr's golden rules of readers' advisory service. Retrieved
from http://www.cindyorr.com/Golden_Rules_of_RA.html
Pearl, N. (2012, March 16). Check it out with Nancy Pearl: Finding the next
good book. Retrieved from http://www.publishersweekly.com/pw/by-
topic/columns-and-blogs/nancy-pearl/index.html
Peck, P. (2010). Reader’s advisory for children and ‘tweens. Santa Barbara,
CA: Libraries Unlimited.
Saricks, J. (2005). Reader’s advisory service in the public library. Chicago:
IL: ALA Editions.
Saricks, J. (2009). At leisure: Taking on the quiz challenge. The
Booklist, 105(22), 27. Retrieved from
http://search.proquest.com/docview/235647734?accountid=40795