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第151行：
第151行： − 知识获取的社会标签是为个人或群体寻找和重新寻找特定内容而使用的特定标签。社会标签系统不同于传统的分类系统，因为它们是基于社区的系统，缺乏传统的分类系统等级。社会标签不是自顶向下的方法，而是依靠用户自下而上地创建大众分类法。赫尔德，c. ，& 克莱斯，美国。(2009).在觅食中学习: 社会标签对知识获取的影响。在多学科协同学习中(pp。254-266).Springer Berlin Heidelberg.+ 第157行：
第157行： − 社会标签在获取知识方面的常见用途包括个人发展和协作项目。社会标签用于中学、高等教育、研究生教育以及个人和商业研究中的知识获取。查找/重新查找源信息的好处适用于范围广泛的用户。标记的资源是通过搜索查询定位的，而不是通过更传统的文件夹 system.Fu，w (2008)进行搜索。社会标签的微观结构: 一个理性模型。参见: ACM 2008计算机支持的协同工作会议论文集，第页。229–238.美国计算机协会，纽约。标签的社会化方面也允许用户利用来自成千上万其他用户的元数据。+ 第163行：
第163行： − 用户为存储的资源选择单独的标记。这些标签反映了个人联系、类别和概念。所有这些都是基于个人意义和相关性的个人表述。这些标签或者关键字是由用户指定的。因此，标记表示与资源对应的用户关联。通常标记的资源包括视频、照片、文章、网站和电子邮件。个人和集体知识之间的相互作用: 组织学习和知识建设的技术。知识管理研究与实践，8(1) ，33-44。标签是有益的，有几个原因。首先，它们帮助构建和组织大量的数字资源，以便当用户以后试图查找资源时能够方便地访问这些资源。第二个方面是社会化的本质，也就是说用户可以根据其他用户的标签来搜索新的资源和内容。甚至通过普通标签浏览也可能为获取知识提供更多的资源。+ 第169行：
第169行： − 使用特定资源出现得更频繁的标记被认为是连接性更强的标记。此外，标记可以相互连接。这可以从它们共同出现的频率中看出来。它们共同出现的次数越多，联系就越紧密。标记云通常用于可视化资源和标记之间的连接。字体大小随着关联强度的增加而增加。+ 第175行：
第175行： − 标签显示了以前用户不知道的概念之间的相互联系。因此，用户当前的认知结构可能会被聚合的社会标签中的元数据信息修改或增强。这个过程通过认知刺激和平衡促进知识的获得。这个理论框架被称为个体和集体知识的协同进化模型。+ 第181行：
第181行： − 协同进化模型着眼于认知冲突，即学习者的先验知识和从环境中获得的信息在一定程度上是不同的。当这种不一致发生时，学习者必须通过一个认知平衡的过程来使个人认知结构和外部信息一致。根据共同进化模型，这可能需要学习者修改现有的构造或者简单地添加到它们中。额外的认知努力促进了信息处理，而信息处理又促进了个体学习的发生。+ 第199行：
第199行： − + − + − + − + − + − + − + − + − + − + − + − * BibSonomy: 社会性书签和出版物分享系统 + − * del.icio.us: public tagging service − * Diigo: 社会性书签网站 − * Flickr: shared photos − * Instagram: online photo-sharing and social networking − * 许多图书馆的在线目录/目录 t。新型合作编目。图书馆高科技，27(1) ，68-77 corey a. Harper 和 Barbara b. Tillett，国会图书馆控制的词汇及其在语义网上的应用 − * Mendeley: 社会参考管理软件 − * Pinterest: 照片分享和出版网站 − * Steam 视频游戏商店 − * StumbleUpon: 内容发现引擎 − * Twitter 标签 − * 2002年美国万维网联盟的 Annotea 项目，用户生成标签。博客工具和内容管理系统 − − 第243行：
第230行： − − * Autotagging − * Blogosphere − * Collective intelligence − * Enterprise bookmarking − * Faceted classification − * Hierarchical clustering − * Semantic annotation − * Semantic similarity − * Thesaurus − * Weak ontology − * Wiki − + − + − + − + − + − + − + − + − + − − ==References== − {{Reflist|30em|refs = Bateman, S., Brooks, C., McCalla, G., & Brusilovsky, P. (2007, May). Applying collaborative tagging to e-learning. In Proceedings of the 16th International World Wide Web Conference (WWW2007). + 第357行：
第330行： − 温伯格(2007)。一切都是杂乱无章的: 新数字混乱的力量。纽约时报书店+ − − 第367行：
第338行： − − * "Folksonomy", The New York Times, 2005-12-11 − * "Folksonomies Tap People Power", Wired News, 2005-02-01 − * Folksonomies as a tool for professional scientific databases − * "The Three Orders": 2005 explanation of tagging and folksonomies (Archived version) − * Vanderwal's definition of folksonomy − * Vanderwal's take on Wikipedia's definition of folksonomy − *Classroom Collaboration Using Social Bookmarking Service Diigo − − − * “ Folksonomy”，纽约时报，2005-12-11 − * “ Folksonomies Tap People Power”，Wired News，2005-02-01 − * Folksonomies as a tool for professional scientific databases − * “ The Three Orders”: 2005 explaining of tagging and Folksonomy (Archived version) − * − * Vanderwal 对 Folksonomy 的定义 − * − * 采用了维基百科对大众分类的定义 − * − * 使用社会性书签服务 Diigo 进行协作 − − {{Web syndication}} − {{Semantic Web}} 第401行：
第349行： − − − Category:Collective intelligence − Category:Knowledge representation − Category:Metadata − Category:Semantic Web − Category:Social bookmarking − Category:Taxonomy − Category:Web 2.0 neologisms − Category:Sociology of knowledge − Category:Information architecture − − 类别: 集体智慧类别: 知识表示类别: 元数据类别: 语义网类别: 社会性书签类别: 分类类别: Web 2.0新词类别: 知识社会学类别: 信息架构 − − <noinclude> − − <small>This page was moved from [[wikipedia:en:Folksonomy]]. Its edit history can be viewed at [[协同标记/edithistory]]</small></noinclude> −
→用于知识获取的社会化标签
Social tagging for knowledge acquisition is the specific use of tagging for finding and re-finding specific content for an individual or group. Social tagging systems differ from traditional taxonomies in that they are community-based systems lacking the traditional hierarchy of taxonomies. Rather than a top-down approach, social tagging relies on users to create the folksonomy from the bottom up.Held, C., & Cress, U. (2009). Learning by Foraging: The impact of social tags on knowledge acquisition. In Learning in the synergy of multiple disciplines (pp. 254-266). Springer Berlin Heidelberg.
Social tagging for knowledge acquisition is the specific use of tagging for finding and re-finding specific content for an individual or group. Social tagging systems differ from traditional taxonomies in that they are community-based systems lacking the traditional hierarchy of taxonomies. Rather than a top-down approach, social tagging relies on users to create the folksonomy from the bottom up.Held, C., & Cress, U. (2009). Learning by Foraging: The impact of social tags on knowledge acquisition. In Learning in the synergy of multiple disciplines (pp. 254-266). Springer Berlin Heidelberg.
用于知识获取的社会化标签是为个人或群体寻找和重新寻找特定内容而使用的特定标签。社会化标签系统不同于传统的分类系统，因为它们是基于社区的系统，缺乏传统的分类系统等级。社会化标签不是自顶向下的方法，而是依靠用户自下而上地创建大众分类法。
Common uses of social tagging for knowledge acquisition include personal development for individual use and collaborative projects. Social tagging is used for knowledge acquisition in secondary, post-secondary, and graduate education as well as personal and business research. The benefits of finding/re-finding source information are applicable to a wide spectrum of users. Tagged resources are located through search queries rather than searching through a more traditional file folder system.<ref>Fu, W. (2008). The microstructures of social tagging: a rational model. In: Proceedings of the ACM 2008 Conference on Computer Supported Cooperative Work, pp. 229–238. ACM, New York.</ref> The social aspect of tagging also allows users to take advantage of metadata from thousands of other users.<ref name=":0" />
Common uses of social tagging for knowledge acquisition include personal development for individual use and collaborative projects. Social tagging is used for knowledge acquisition in secondary, post-secondary, and graduate education as well as personal and business research. The benefits of finding/re-finding source information are applicable to a wide spectrum of users. Tagged resources are located through search queries rather than searching through a more traditional file folder system.<ref>Fu, W. (2008). The microstructures of social tagging: a rational model. In: Proceedings of the ACM 2008 Conference on Computer Supported Cooperative Work, pp. 229–238. ACM, New York.</ref> The social aspect of tagging also allows users to take advantage of metadata from thousands of other users.<ref name=":0" />
Common uses of social tagging for knowledge acquisition include personal development for individual use and collaborative projects. Social tagging is used for knowledge acquisition in secondary, post-secondary, and graduate education as well as personal and business research. The benefits of finding/re-finding source information are applicable to a wide spectrum of users. Tagged resources are located through search queries rather than searching through a more traditional file folder system.Fu, W. (2008). The microstructures of social tagging: a rational model. In: Proceedings of the ACM 2008 Conference on Computer Supported Cooperative Work, pp. 229–238. ACM, New York. The social aspect of tagging also allows users to take advantage of metadata from thousands of other users.
Common uses of social tagging for knowledge acquisition include personal development for individual use and collaborative projects. Social tagging is used for knowledge acquisition in secondary, post-secondary, and graduate education as well as personal and business research. The benefits of finding/re-finding source information are applicable to a wide spectrum of users. Tagged resources are located through search queries rather than searching through a more traditional file folder system.Fu, W. (2008). The microstructures of social tagging: a rational model. In: Proceedings of the ACM 2008 Conference on Computer Supported Cooperative Work, pp. 229–238. ACM, New York. The social aspect of tagging also allows users to take advantage of metadata from thousands of other users.
社会化标签在知识获取方面的常见用途包括个人发展和协作项目。社会化标签被应用于中学、高等教育、研究生教育以及个人和商业研究中的知识获取。查找/重新查找源信息的好处在于可以适用于更广泛的用户。标签资源是通过搜索查询定位的，而不是通过更传统的文件夹系统。标签的社会化方面也允许用户利用来自成千上万其他用户的元数据。
Users choose individual tags for stored resources. These tags reflect personal associations, categories, and concepts. All of which are individual representations based on meaning and relevance to that individual. The tags, or keywords, are designated by users. Consequently, tags represent a user's associations corresponding to the resource. Commonly tagged resources include videos, photos, articles, websites, and email.<ref name=":1">Kimmerle, J., Cress, U., & Held, C. (2010). The interplay between individual and collective knowledge: technologies for organisational learning and knowledge building. Knowledge Management Research & Practice, 8(1), 33-44.</ref> Tags are beneficial for a couple of reasons. First, they help to structure and organize large amounts of digital resources in a manner that makes them easily accessible when users attempt to locate the resource at a later time. The second aspect is social in nature, that is to say that users may search for new resources and content based on the tags of other users. Even the act of browsing through common tags may lead to further resources for knowledge acquisition.<ref name=":0" />
Users choose individual tags for stored resources. These tags reflect personal associations, categories, and concepts. All of which are individual representations based on meaning and relevance to that individual. The tags, or keywords, are designated by users. Consequently, tags represent a user's associations corresponding to the resource. Commonly tagged resources include videos, photos, articles, websites, and email.<ref name=":1">Kimmerle, J., Cress, U., & Held, C. (2010). The interplay between individual and collective knowledge: technologies for organisational learning and knowledge building. Knowledge Management Research & Practice, 8(1), 33-44.</ref> Tags are beneficial for a couple of reasons. First, they help to structure and organize large amounts of digital resources in a manner that makes them easily accessible when users attempt to locate the resource at a later time. The second aspect is social in nature, that is to say that users may search for new resources and content based on the tags of other users. Even the act of browsing through common tags may lead to further resources for knowledge acquisition.<ref name=":0" />
Users choose individual tags for stored resources. These tags reflect personal associations, categories, and concepts. All of which are individual representations based on meaning and relevance to that individual. The tags, or keywords, are designated by users. Consequently, tags represent a user's associations corresponding to the resource. Commonly tagged resources include videos, photos, articles, websites, and email.Kimmerle, J., Cress, U., & Held, C. (2010). The interplay between individual and collective knowledge: technologies for organisational learning and knowledge building. Knowledge Management Research & Practice, 8(1), 33-44. Tags are beneficial for a couple of reasons. First, they help to structure and organize large amounts of digital resources in a manner that makes them easily accessible when users attempt to locate the resource at a later time. The second aspect is social in nature, that is to say that users may search for new resources and content based on the tags of other users. Even the act of browsing through common tags may lead to further resources for knowledge acquisition.
Users choose individual tags for stored resources. These tags reflect personal associations, categories, and concepts. All of which are individual representations based on meaning and relevance to that individual. The tags, or keywords, are designated by users. Consequently, tags represent a user's associations corresponding to the resource. Commonly tagged resources include videos, photos, articles, websites, and email.Kimmerle, J., Cress, U., & Held, C. (2010). The interplay between individual and collective knowledge: technologies for organisational learning and knowledge building. Knowledge Management Research & Practice, 8(1), 33-44. Tags are beneficial for a couple of reasons. First, they help to structure and organize large amounts of digital resources in a manner that makes them easily accessible when users attempt to locate the resource at a later time. The second aspect is social in nature, that is to say that users may search for new resources and content based on the tags of other users. Even the act of browsing through common tags may lead to further resources for knowledge acquisition.
用户为存储的资源选择单独的标签。这些标签反映了个人联系、类别和概念。所有这些都是基于个人意义和相关性的个性化表达。这些标签或者关键字是由用户指定的。因此，标签表示与资源对应的用户关联。通常标签的资源包括视频、照片、文章、网站和电子邮件。标签的好处体现在几个方面：第一是它们帮助构建和组织大量的数字资源，以便当用户以后试图查找资源时能够方便地访问这些资源。第二是社会化的本质，也就是说用户可以根据其他用户的标签来搜索新的资源和内容，甚至仅仅通过普通标签浏览也可能为知识获取提供更多的资源。
Tags that occur more frequently with specific resources are said to be more strongly connected. Furthermore, tags may be connected to each other. This may be seen in the frequency in which they co-occur. The more often they co-occur, the stronger the connection. Tag clouds are often utilized to visualize connectivity between resources and tags. Font size increases as the strength of association increases.<ref name=":1" />
Tags that occur more frequently with specific resources are said to be more strongly connected. Furthermore, tags may be connected to each other. This may be seen in the frequency in which they co-occur. The more often they co-occur, the stronger the connection. Tag clouds are often utilized to visualize connectivity between resources and tags. Font size increases as the strength of association increases.<ref name=":1" />
Tags that occur more frequently with specific resources are said to be more strongly connected. Furthermore, tags may be connected to each other. This may be seen in the frequency in which they co-occur. The more often they co-occur, the stronger the connection. Tag clouds are often utilized to visualize connectivity between resources and tags. Font size increases as the strength of association increases.
Tags that occur more frequently with specific resources are said to be more strongly connected. Furthermore, tags may be connected to each other. This may be seen in the frequency in which they co-occur. The more often they co-occur, the stronger the connection. Tag clouds are often utilized to visualize connectivity between resources and tags. Font size increases as the strength of association increases.
与特定内容频繁的共同出现的标签通常被认为是连接性更强的标记。此外，标签可以相互连接，这可以从它们共同出现的频率中看出来。它们共同出现的次数越多，联系就越紧密。标签云通常用于可视化资源和标记之间的连接，字体大小随着关联强度的增加而增加。
Tags show interconnections of concepts that were formerly unknown to a user. Therefore, a user's current cognitive constructs may be modified or augmented by the metadata information found in aggregated social tags. This process promotes knowledge acquisition through cognitive irritation and equilibration. This theoretical framework is known as the co-evolution model of individual and collective knowledge.<ref name=":1" />
Tags show interconnections of concepts that were formerly unknown to a user. Therefore, a user's current cognitive constructs may be modified or augmented by the metadata information found in aggregated social tags. This process promotes knowledge acquisition through cognitive irritation and equilibration. This theoretical framework is known as the co-evolution model of individual and collective knowledge.<ref name=":1" />
Tags show interconnections of concepts that were formerly unknown to a user. Therefore, a user's current cognitive constructs may be modified or augmented by the metadata information found in aggregated social tags. This process promotes knowledge acquisition through cognitive irritation and equilibration. This theoretical framework is known as the co-evolution model of individual and collective knowledge.
Tags show interconnections of concepts that were formerly unknown to a user. Therefore, a user's current cognitive constructs may be modified or augmented by the metadata information found in aggregated social tags. This process promotes knowledge acquisition through cognitive irritation and equilibration. This theoretical framework is known as the co-evolution model of individual and collective knowledge.
标签显示了以前用户不知道的概念之间的相互联系。因此，用户当前的认知结构可能会被聚合的社会化标签中的元数据信息修改或增强。这个过程通过认知刺激和平衡促进知识的获得，这个理论框架被称为个体和集体知识的协同进化模型。
The co-evolution model focuses on cognitive conflict in which a learner's prior knowledge and the information received from the environment are dissimilar to some degree.<ref name=":0" /><ref name=":1" /> When this incongruence occurs, the learner must work through a process cognitive equilibration in order to make personal cognitive constructs and outside information congruent. According to the coevolution model, this may require the learner to modify existing constructs or simply add to them.<ref name=":0" /> The additional cognitive effort promotes information processing which in turn allows individual learning to occur.<ref name=":1" />
The co-evolution model focuses on cognitive conflict in which a learner's prior knowledge and the information received from the environment are dissimilar to some degree.<ref name=":0" /><ref name=":1" /> When this incongruence occurs, the learner must work through a process cognitive equilibration in order to make personal cognitive constructs and outside information congruent. According to the coevolution model, this may require the learner to modify existing constructs or simply add to them.<ref name=":0" /> The additional cognitive effort promotes information processing which in turn allows individual learning to occur.<ref name=":1" />
The co-evolution model focuses on cognitive conflict in which a learner's prior knowledge and the information received from the environment are dissimilar to some degree. When this incongruence occurs, the learner must work through a process cognitive equilibration in order to make personal cognitive constructs and outside information congruent. According to the coevolution model, this may require the learner to modify existing constructs or simply add to them. The additional cognitive effort promotes information processing which in turn allows individual learning to occur.
The co-evolution model focuses on cognitive conflict in which a learner's prior knowledge and the information received from the environment are dissimilar to some degree. When this incongruence occurs, the learner must work through a process cognitive equilibration in order to make personal cognitive constructs and outside information congruent. According to the coevolution model, this may require the learner to modify existing constructs or simply add to them. The additional cognitive effort promotes information processing which in turn allows individual learning to occur.
协同进化模型着眼于认知冲突，即学习者的先验知识和从环境中获得的信息在一定程度上是不一致的。当这种不一致发生时，学习者必须通过一个认知平衡的过程来使个人认知结构和外部信息一致。根据协同进化模型，这可能需要学习者对现有的构造进行修改或添加。额外的认知努力促进了信息处理，而信息处理又促进了个体学习的发生。
==Examples==
==Examples==
*[http://tumblr.com Tumblr] tags
*[http://tumblr.com Tumblr] tags
* BibSonomy: social bookmarking and publication-sharing system
* BibSonomy: 社会化书签育出版共享系统
* del.icio.us: public tagging service
* del.icio.us: 公共标签服务
* Diigo: social bookmarking website
* Diigo: 社会化书签网站
* Flickr: shared photos
* Flickr: 照片共享
* Instagram: online photo-sharing and social networking service
* Instagram: 在线照片共享与社交服务
* Many libraries' online catalogsSteele, T. (2009). The new cooperative cataloging. Library Hi Tech, 27 (1), 68-77Corey A. Harper and Barbara B. Tillett, Library of Congress controlled vocabularies and their application to the Semantic Web
* Many libraries' online catalogs
* Mendeley: social reference management software
* Mendeley: 社会参考管理软件
* Pinterest: photosharing and publishing website
* Pinterest: 照片共享与发布网站
* Steam video game store
* Steam video game store
* StumbleUpon: content discovery engine
* StumbleUpon: 内容发现引擎
* Twitter hashtags
* Twitter hashtags
* The World Wide Web Consortium's Annotea project with user-generated tags in 2002.
* The World Wide Web Consortium's Annotea project with user-generated tags in 2002.
* WordPress: blogging tool and Content Management System
* WordPress: 博客撰写与内容管理
*Tumblr tags
*Tumblr ：标签
==其他内容==
==See also==
{{div col|colwidth=30em}}
{{div col|colwidth=30em}}
* [[Automatic image annotation|Autotagging]]
* [[Automatic image annotation|Autotagging]]
{{div col end}}
{{div col end}}
* autotaging
* 自动标签
* Blogosphere
* 博客圈
* Collective intelligence
* 群体职能
* Enterprise bookmarking
* 书签计划
* 刻面分类
* 刻面分类
* hierarchian clustering
* 等级聚类
* Semantic annotation
* 语义注释
* Semantic similarity
* 语义相似性
* 叙词表
* 叙词表
* Weak ontology
* 弱本体
* Wiki
* 维基百科
==参考文献==
{{Reflist|30em|refs = Bateman, S., Brooks, C., McCalla, G., & Brusilovsky, P. (2007, May). Applying collaborative tagging to e-learning. In Proceedings of the 16th International World Wide Web Conference (WWW2007).
{{Reflist|30em|refs = Bateman, S., Brooks, C., McCalla, G., & Brusilovsky, P. (2007, May). Applying collaborative tagging to e-learning. In Proceedings of the 16th International World Wide Web Conference (WWW2007).
}}
}}
==外部链接==
==External links==
* [https://www.nytimes.com/2005/12/11/magazine/11ideas1-21.html "Folksonomy"], [[The New York Times]], 2005-12-11
* [https://www.nytimes.com/2005/12/11/magazine/11ideas1-21.html "Folksonomy"], [[The New York Times]], 2005-12-11
* [https://www.wired.com/science/discoveries/news/2005/02/66456 "Folksonomies Tap People Power"], [[Wired News]], 2005-02-01
* [https://www.wired.com/science/discoveries/news/2005/02/66456 "Folksonomies Tap People Power"], [[Wired News]], 2005-02-01
* [http://www.vanderwal.net/random/entrysel.php?blog=1750 Vanderwal's take on Wikipedia's definition of folksonomy]
* [http://www.vanderwal.net/random/entrysel.php?blog=1750 Vanderwal's take on Wikipedia's definition of folksonomy]
*[http://er.educause.edu/articles/2011/9/classroom-collaboration-using-social-bookmarking-service-diigo Classroom Collaboration Using Social Bookmarking Service Diigo]
*[http://er.educause.edu/articles/2011/9/classroom-collaboration-using-social-bookmarking-service-diigo Classroom Collaboration Using Social Bookmarking Service Diigo]
[[Category:Folksonomy| ]]
[[Category:Folksonomy| ]]
[[Category:Sociology of knowledge]]
[[Category:Sociology of knowledge]]
[[Category:Information architecture]]
[[Category:Information architecture]]
[[Category:待整理页面]]
[[Category:待整理页面]]