未成年人阅读素养培育模式研究——以芬兰“快乐阅读项目”为例

[目的/意义]观察与分析芬兰未成年人阅读素养培育的成功经验,以期为我国未成年人图书馆服务发展提供参考。[研究设计/方法]以芬兰“快乐阅读项目”为研究对象,采用案例分析法从外部环境建设、内部结构建设、核心活动建设三方面梳理未成年人阅读素养培育模式。[结论/发现]借鉴芬兰经验,结合我国未成年人图书馆服务发展现状,对我国未成年人阅读素养培育提出建议。[创新/价值]从阅读素养培育的角度全面考察芬兰实践经验,立足中国情境,为提升我国未成年人阅读素养培育模式建设提供可行思路。     

芬兰阅读服务专业人才培养的特色与启示

[目的/意义]芬兰阅读教育发达,图书馆阅读服务专业人才在其中发挥着重要作用,总结芬兰阅读服务人才培养方面的先进经验,可以为发展我国阅读服务专业教育提供借鉴。[研究设计/方法]以开展图书情报教育并开设阅读类课程的芬兰4所大学为调查对象,通过访问学院的网站,对学位项目与课程、教学方式、师资力量、研究与培训项目进行全面的调查分析。[结论/发现]芬兰阅读服务专业教育呈现如下特点:以本科教育为主,以研究和培训项目为依托,开展跨学科、跨院校、跨国合作,学校与图书馆合作十分紧密。[创新/价值]揭示芬兰图书馆学教育开展阅读服务专业人才培养的模式和特色,并结合我国国情提出相关建议,为我国阅读服务专业人才教育提供参考。     

突发事件下高校图书馆阅读疗法应急服务实证研究——基于对湖北省高校图书馆“世界读书日”期间“阅读战疫”活动的调查

以湖北省高校图书馆作为研究样本,从缘起与主题、书目编制与推荐、活动内容三方面对其在"世界读书日"期间开展的"阅读战疫"活动进行调查,考察"疫情大考"中阅读疗法服务情况,分析存在的问题与不足,提出突发事件下高校图书馆阅读疗法应急服务对策,以期为高校图书馆应急服务体系建设提供参考。     

公共图书馆依托微信平台进行古籍阅读推广调查研究

本文以我国具有代表性的131家公共图书馆为样本,围绕图书馆以微信平台为依托进行古籍阅读推广工作的开展情况,分析当前公共图书馆通过微信平台进行古籍阅读推广的时间节点、采取的方式、遇到的困难等问题,并针对调查研究的结果,提出相应的古籍阅读推广改善策略,以期推动公共图书馆进一步利用微信平台等新媒体进行古籍资源的阅读推广工作。     

短视频社会化阅读推广效果分析——以抖音短视频为例

短视频行业的发展为阅读推广带来了新的发展模式。文章以抖音短视频为例,从相关性和重要性两个角度分别对评论信息进行定性和定量分析,发现阅读推广效果在短视频社会化主体中存在着主题性差异以及短时间的关注高峰期。阅读环境、需求效应在促进用户认知和行为改变过程中作用显著。文章提出从短视频社会化主体阅读推广的阅读环境、用户间互动交流的机会、关注用户反馈和情感阅读体验等方面进行改善,以期有效提升阅读推广成效。     

图书馆核心价值浅论

核心价值研究是图书馆服务转型过程中绕不开的热点问题。文化权利,知识自由,开放、平等、包容、隐私等主流观点更多倾向价值观念而非价值本身,难以达成行业共识。文章从价值哲学视角分析图书馆价值及其主要价值关系:馆员、读者与文献信息三者之间的推广关系与阅读关系共同构成图书馆阅读推广体系。文献信息资源、读者资源和馆员队伍共同构成图书馆核心竞争力。阅读推广从“满足阅读”到“推进阅读”、从“被动服务”到“主动服务”,发挥图书馆在全民阅读中的主体地位与引领作用,成为图书馆核心价值。     

未成年人不同阅读介质的眼动行为比较

随着数字化阅读的迅猛增长,传统纸质媒体与数字化媒体已经成为学习者获取学习资源的两种重要介质。电子课本作为数字化阅读与学习范式变革在基础教育领域中应用的产物,其应用效果受到人们的期待。电子课本如何促进学习？它对人的影响与纸质课本有何不同？基于梅耶多媒体学习理论,以电子课本和纸质课本两种阅读介质为例,对未成年人阅读过程中的眼动行为进行比较实验,结果表明：未成年人阅读纸质课本和电子课本的注意力分配有差异;电子课本阅读促进了更积极的交互,其测验成绩显著高于纸质课本,正文的观察时间和注视次数与测验成绩显著相关,但同时也增加了外在认知负荷。因此,设计人员在设计电子课本时应该兼顾学习者注意的广度和深度,实现各种多媒体学习内容的优势互补;家长和教师应该了解数字化阅读特点,适当引导未成年人的电子课本使用。     

Development of German reading comprehension in two-way immersive primary schools

Two-way immersion (TWI) is a variant of the increasingly popular bilingual instruction. Most TWI research lacks longitudinal data or the consideration of background variables to control for possible selection effects. This article examines the development of German reading comprehension of TWI students (N = 984) from fourth to sixth grade compared to conventionally taught students (N = 992). The latent growth curve models showed that immersion students reached the same level of German reading comprehension over the three measurement points, even if background variables like first language, socioeconomic background, and cognitive ability were included. Despite reduced instruction in German, TWI students showed the same reading comprehension level as students in regular instruction while having the advantage of learning an additional language. Although the level of reading comprehension differed between language groups (L1 German speakers, L1 partner language speakers, simultaneous bilinguals), the learning trajectories of reading comprehension were similar.     

On the basis of source: Impacts of individual differences on multiple-document integrated reading and writing tasks

Few studies have explored how general skills in both reading and writing influence performance on integrated, source-based writing. The goal of the present study was to consider the relative contributions of reading and writing ability on multiple-document integrative reading and writing tasks. Students in the U.S. (n = 94) completed two tasks in which they read text sets about a socioscientific issue, generated constructed responses while reading, and then composed integrated essays. They also completed individual difference measures (general knowledge, reading skill, reading strategy use) and wrote independent essays to assess their writing ability. Mixed effect models revealed that general knowledge and reading skills contributed to integrated essay performance, but that once general writing ability was entered into the model, it became the strongest predictor of integrated writing scores. These results suggest the need for deeper consideration of the role of writing skills in integrated reading and writing tasks.     

Teacher feedback,disciplinary climate,student self-concept,and reading achievement:A multilevel moderated mediation model

Research has confirmed the importance of teacher feedback on student learning. The mechanism of how they are related, however, is not clear enough. In this study, we explored this relation with 60,501 fifteen-year-old students from collectivistic and individualistic cultures in PISA 2018. Importantly, we examined the possible mediating role of reading self-concept and the moderating role of disciplinary climate at both student level and school level in multi-level structural equation models (MSEM). Results demonstrated that the association between teacher feedback and reading achievement was significantly mediated via reading self-concept at student level across cultures, and this indirect effect was significant irrespective of the disciplinary climate level. Moreover, results showed that a positive disciplinary climate would facilitate the building of students’ reading self-concept which subsequently would enhance their reading achievement at school level. This study has important theoretical, practical, cross-cultural, and methodological implications for teacher feedback research and student learning.