图书情报工作

图书情报工作 >

2025 , Vol. 69 >Issue 16: 90 - 100

DOI: https://doi.org/10.13266/j.issn.0252-3116.2025.16.008

研究论文

跨媒体素养导向下调节乡村儿童阅读行为的实证研究

  • 张晓芳 ,
  • 吴壮波
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  • 湘潭大学公共管理学院 湘潭 411105
张晓芳，讲师，博士，硕士生导师，E-mail:zhangxf@xtu.edu.cn;吴壮波，硕士研究生。

收稿日期: 2025-01-23

  修回日期: 2025-05-07

  网络出版日期: 2025-08-01

基金资助

本文系国家社科基金课题“乡村图书馆提升留守儿童跨媒体素养的实证研究”（项目编号： 23CTQ012）研究成果之一。

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An Empirical Study of Regulating Rural Children’s Reading Behavior with the Orientation of Transliteracy

  • Zhang Xiaofang ,
  • Wu Zhuangbo
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  • School of Public Administration, Xiangtan University, Xiangtan 411105
Zhang Xiaofang, lecturer, PhD, master’s supervisor, Email: zhangxf@xtu.edu.cn; Wu Zhuangbo, master’s candidate.

Received date: 2025-01-23

  Revised date: 2025-05-07

  Online published: 2025-08-01

Supported by

This work is supported by the National Social Science Fund of China project titled “Empirical Research on Enhancing Left-behind Children’s Transliteracy in Rural Libraries”(Grant No. 23CTQ012).

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摘要

[目的/意义] 乡村儿童处于多种阅读困境之中，图书馆在跨媒体素养导向下开展阅读推广活动，能够有效调节乡村儿童阅读行为，使之适应阅读多媒体、多需求的环境，实现积极利用多渠道养成阅读习惯的目标。[方法/过程] 依托行动研究项目构建跨媒体阅读环境，运用田野调查法来收集阅读场景中反映儿童阅读需求与行为的第一手质性数据，在此基础上进行编码分析和理论挖掘。[结果/结论] 乡村儿童阅读行为存在阅读态度偏向消极、阅读个体存在差异、阅读表达趋于简单、网络文化无形渗透的显著特征；跨媒体干预措施在一系列复线和隐蔽路径下带来乡村儿童在阅读兴趣增加、理解力加深、表现力加强、创造力提升4方面的积极变化。行动研究项目中形成的实践框架可以移植到其他图书馆中帮助提升当地儿童跨媒体素养。

关键词： 跨媒体素养; 乡村儿童; 阅读行为; 乡村图书馆

本文引用格式

张晓芳 , 吴壮波 . 跨媒体素养导向下调节乡村儿童阅读行为的实证研究[J]. 图书情报工作, 2025 , 69(16) : 90 -100 . DOI: 10.13266/j.issn.0252-3116.2025.16.008

Abstract

[Purpose/Significance] Rural children are in the midst of multiple reading dilemmas, and libraries can effectively regulate rural children’s reading behaviors by carrying out reading promotion activities with the orientation of transliteracy, making them adapt to the multimedia and multi-demanding environment, and realizing the goal of positively utilizing multiple channels to cultivate reading habits. [Method/Process] Action research method was applied to create a transmedia reading environment. Meanwhile field research method was also used to collect first-hand qualitative data from reading scenes of children’s demands and behaviors, which was coded and mined to generate theoretical results. [Result/Conclusion] The reading behavior of rural children have the marked characteristics of negative reading attitudes, individual differences in reading, singular reading expressions, and the invisible infiltration of online culture. The transliteracy interventions have promoted an increase in reading interest, deepening of comprehension, enhancement of expression ability, and improvement of creativity among rural children following a series of complex and concealed paths. The practical framework generated during the action research project could be transplanted to other libraries to enhance the transliteracy of local children.

Key words： transliteracy; rural children; reading behavior; rural libraries

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