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Reading, Risk, and Reality: College Students and Reading for Pleasure
Abstract
News reports and well-publicized government studies have led to a popular perception that reading is an endangered activity, particularly among youth. In this study we surveyed college students, librarians, and college writing instructors about students' attitudes toward reading for pleasure, examine barriers to voluntary reading among college students, and explore academic libraries' potential role in promoting reading. Our findings suggest that students have a far higher interest in reading than is typically believed and recommend steps academic librarians can take to encourage reading for lifelong learning.
... In Bharuthram's (2017) study, of all the reading materials listed for casual reading, newspapers were most popular (64.51%), followed by magazines (61.29%) and novels (40.32%). Gilbert and Fister (2011) reported that undergraduate students read a variety of newspapers, magazine (including sports, lifestyle, gossip, and news magazines) and internet sources. Ntakirutimana and Okoro (2021) found that students read more of class notes and textbooks. ...
... Furthermore, in relation to whether differences exist in the reading materials selected by undergraduate students based on sex, the findings of Gilbert and Fister's (2011) study showed that the males were twice as likely as the females to read science fiction, but the females were slightly more likely than the males to read fantasy. Again, female students were much more likely to read romance than male students. ...
... However, there were no statistically significant differences between the year groups in terms of independent reading. In the same vein, Gilbert and Fister's (2011) study revealed slight variations by academic year in terms of students' reading choices. First year students were slightly less likely to read biographies and other non-fiction than those in the other levels. ...
This study examined the reading choices and time spent reading of undergraduate students in the University of Benin, Nigeria. One research question and three hypotheses gave direction to the work. The study utilized the descriptive survey research design, using a questionnaire as the research instrument. A sample of 326 students were conveniently selected from four faculties and across four academic levels. Findings revealed that students generally preferred the reading of journals, newspapers, textbooks and magazines in descending order. However, comic books, non-fiction and fiction were materials less frequently read. Similarly, the amount of time students spend reading is inadequate to meet their academic and leisure reading needs. In addition, students’ reading choices did not differ by sex. However, significant differences were found in students’ reading choices by academic levels. It was recommended among other that undergraduate students should be encouraged to devote more time to reading and to read a variety of materials. Keywords: Undergraduate reading, reading choices, Reading time, Leisure reading, Academic level
... They read beyond what is required in the class and mostly for the sheer enjoyment that they derive from the act. Since they read more, they become more strategic in bridging comprehension gaps (Gilbert & Fister, 2011). More importantly they can extend their understanding of the texts from literal to critical level. ...
... More importantly they can extend their understanding of the texts from literal to critical level. Eventually, these learners get to possess a more integrated understanding of themselves and become more empathetic with fellow human beings (Gilbert & Fister, 2011;Rosenblatt, 2005). ...
... What activates motivation among collegiate readers is a less explored area. Studies on reading habits of collegiate students (Gilbert & Fister, 2011;Huang, Capps, Blacklock, & Garza, Published by Australian International Academic Centre PTY.LTD. Copyright (c) the author(s). ...
In literacy development, the affective conditions are equally important as the cognitive conditions. However, the role of motivation, an essential affective component of the reading process and what drives it are often overlooked specially among adolescent readers. Using an ethnographic approach, this paper identifies mediators of reading motivation among collegiate learners through analyses of online journals, reading profiles, and transcribed interviews of 17 Filipino collegiate students. The study draws largely from the reading model of Guthrie and Wigfield (2000) and Kozulin's (2003) discussion of mediated learning based on Vygotsky's (1978) sociocultural theory. Results showed that psychological and emotional satisfaction, prosocial goals, prevailing social values, and multi-modal learning experiences were the prime drivers of motivation to read among adolescent readers. The findings of this study underscore the importance of understanding and knowing what teenagers read, why they read, and what engages them to read. Such knowledge will inform instructional decisions on selection of learning resources and literacy activities that are engaging and relevant to adolescent learners' experiences, needs, and goals.
... classified as a leisure activity because of its ability to entertain, relax and make the audience forget about the everyday stresses of life. One of such channels is magazine reading which has also been categorised as recreational/leisure reading, reading for fun, or free reading (Mikulecky et al. 1979;Gilbert and Fister 2011). Studies have shown that such forms of reading are voluntary and through the activity, readers are better able to understand themselves and the world around them. ...
... Studies have shown that such forms of reading are voluntary and through the activity, readers are better able to understand themselves and the world around them. Studies have also shown that women are more likely to read magazines and perceive the activity as a form of recreation than they would reading newspapers or other Internet sources (Gilbert and Fister 2011). For the South African Black woman, the leisure reading activity of Black hair magazines is not only entertaining and relaxing but also an important instrument that can expose her to tips and guides on how to 'look the class' through how she wears her hair. ...
The Black woman has gone through various physical transformations in terms of her body and shape but for this paper specific attention will be on her hair which has passed through transformations in terms of shape, length and texture. The mass media through the entertainment industry has over the years visually presented and verbally described the Black woman in terms of her hair through adverts, celebrities and the fashion industry. Exposure to such mass media messages for many is a leisure exercise which nevertheless, has created symbols of Black identity while re-enforcing concepts such as political and social class. Through the images and words of mass media channels such as magazines, Black women all over the world have been exposed to messages that promote a desire and craving to change the shape and form their hair takes; a shape that has ensured the Black hair care industry stays alive and thrives. Through the leisure reading activity of Black hair care magazines, Black women are encouraged to use various haircare products to transform their natural hair texture into one that is long and straight in order to better ‘manage’ and have a more ‘acceptable’ image/identity. This paper considers the prominent South African Black hair care magazine, Drum Hair Magazine as a case study to better understand how this leisure reading activity can make a reader feel relaxed and entertained while influencing their construction of the identity and social class of Black South African women. This is done through a content analysis of the words and images of six on-line editions of the selected magazine. The result of the analysis brings to the spotlight the aim of the on-line tabloid to encourage the readers to see Black hair transformations and the use of various haircare products as an incentive for social acceptance on the one hand; and feelings of happiness, confidence and success on the other. This is despite the harmful effects such transformations have on the health of Black women and their hair.
... Theoretical considerations and findings from various studies posit that learning assessment is correlated with several variables, both demographic and educational (Alonzo, 2016;Birenbaum & Rosenau, 2006;Willingham & Cole, 2013). Notably, demographic variables such as gender, academic year level, and academic achievement have garnered attention in the literature (Gallik, 1999;Gilbert & Fister, 2011;Gob, 2007;Kirby & DiPaola, 2011;Kuh, 2007;McDougal et al., 2011;Willingham & Cole, 2013). Consequently, this research incorporates various external variables related to demographics, including gender, GPA, and expectations for further education. ...
In the field of English language education, the crucial role of assessment for learning (AfL) requires teachers to possess robust assessment literacy. This study explores AfL literacy among high school English teachers in Yogyakarta, Indonesia by utilizing Alonzo's validated AfL survey that establishes a comprehensive six-factor model, delineating teachers as assessors, pedagogists, student partners, motivators, learners, and stakeholder partners. Exploiting confirmatory factor analysis and examining demographic variations, this quantitative research invited 202 English teachers in the Special Region of Yogyakarta, Indonesia selected purposively based on the geographical service area. Data were collected through an online questionnaire adopting Alonzo's 42-questions AfL and were analyzed quantitatively via Confirmatory Factor Analysis (CFA) with four indices, namely comparative fit index (CFI), Tucker-Lewis index (TLI), root mean square error of approximation (RMSEA), and standard root mean square residual (SRMR).The findings substantiate the efficacy of the six-factor AfL model, underscoring educators' roles extending beyond traditional frameworks. The investigation also introduces a tool featuring detailed performance descriptors, addressing deficiencies, and harmonizing with AfL principles. It deduces that heightened foundational comprehension among English educators cultivates enhancements in AfL literacy and propels the refinement of professional evaluative competencies, thereby enriching the nuanced discourse surrounding AfL within language pedagogy. While the study's scope is confined to a specific geographical area and a limited cohort of participating instructors, it significantly enriches our comprehension of AfL literacy among English pedagogies. This research, therefore, provides a foundation for professional growth initiatives and facilitates enhancements in pedagogical approaches and academic achievement.
... Reading for pleasure is defined as reading for enjoyment (Clark & Rumbold, 2006). It is also referred to as independent reading (Cullinan, 2000), voluntary reading (Krashen, 2004), leisure reading (Gilbert & Fister, 2011), or recreational reading (Chireac et al., 2022. The process of reading for pleasure is described as a form of play that enhances creativity (Holden, 2004). ...
The paper is an action research on improving reading for pleasure habit of college students
... Despite identifying as non-readers, many of our PSTs reminisced on the joy of reading as children and middle-grade students. While Gilbert and Fister (2011) found that undergraduate students generally enjoy reading for pleasure, a "[l] ack of time to read for pleasure, whether because of homework, a desire to socialize, or a decision to spend time in other ways" prevents students from engaging in leisure reading (p. 482). ...
When a hard-working, justice-oriented group of pre-service English teachers (PSTs) identified themselves as non-readers, two professors and a program alumna at a flagship university in the Midwest were inspired to create a young adult (YA) literature book club. Through monthly meetings, PSTs (and later first-year teachers) gathered in a welcoming third space (Gutiérrez, 2008) to discuss YA books as readers and as teachers, considering both the experience of reading and the purpose for using these texts in their classrooms (Rosenblatt, 1994). Outcomes from Overbooked: An Educators' Book Club suggest that pre-service teachers can find reading joy when offered a supportive space and community to grow as readers and teachers.
... The reading habit is understood as a stable behaviour that develops with the voluntary exercise of reading in everyday life, which leads the person to choose to read freely in order to occupy part of their leisure time (Cerrillo et al., 2002). Different research has shown that there are different reading profiles among the university community and that, although it is a population that positively values reading practice, the majority have a concept of reading as an instrumental practice, not a recreational one, such recreational mode being the attitude that favours voluntary reading behaviour (Larrañaga & Yubero, 2005;Gilbert & Fister, 2011;Yubero & Larrañaga, 2015;Fernández & Ojeda, 2018;Sánchez-García, 2019). Given that the positive relationship between a stable reading habit, better verbal skills and academic success has been demonstrated (Elche et al., 2019;Martin-Chang et al., 2021), advocating it within the university setting is paramount. ...
Despite the renewed interest in working on the topic of recreational reading promotion in academic libraries, most of the initiatives are isolated activities. This article seeks to realize a systematic review about how the scientific literature has dealt with the relationship between the recreational reading promotion and the mission of this type of Higher Education units. The scientific literature from 2000 to 2022 was analysed from the dimensions of policy, infrastructure, staff, and benefits. It was found that there are 94 scientific documents which describe and state the possibilities of promoting recreational reading through an expanded view of support for teaching, research and university service, but that have not been translated into concrete policies. The scientific literature shows that there is a lack of research demonstrating the benefits of the initiatives, and case studies to demonstrate the connection of the activities with the current university challenges, for the generation of new policies and profiles in order to carry out solid programs where evaluation is a constant practice. Resumen A pesar del renovado interés por trabajar el tema de promoción de lectura recreativa en las bibliotecas universitarias, la mayoría de las iniciativas que se realizan son actividades aisladas. Este artículo busca realizar una revisión sistemática sobre cómo la bibliografía científica ha tratado la relación de la promoción de lectura recreativa con la misión de este tipo de unidades del ámbito de la Educación Superior. Se analizó la bibliografía de 2000 a 2022 a partir de las dimensiones de política, infraestructura, personal y beneficios. Se encontró que existen 94 documentos científicos donde se describen y enuncian las posibilidades de la promoción de lectura recreativa a través de una mirada ampliada al apoyo a la docencia, investigación y servicio universitarios pero que no se han traducido en políticas concretas. La bibliografía analizada demuestra que hacen falta investigaciones que evidencien los beneficios de las iniciativas, además de estudios de caso que demuestren la conexión de las actividades con los retos actuales universitarios, para la generación de nuevas políticas y perfiles que lleven a cabo programas sólidos donde la evaluación sea una práctica constante. Palabras clave: Promoción de la lectura; animación a la lectura; bibliotecas universitarias; lectura recreativa; lectura por ocio; Educación Superior. Cómo citar: Camargo-Rojas, L. (2024). Promoción de la lectura recreativa y misión de las bibliotecas universitarias. Una revisión sistemática. Ocnos, 23(1). https://doi.
... However, findings indicate that mode doesn't have a significant effect on motivation (Hsu & Wang, 2010). Even though in some studies a large percentage of students indicate they read for pleasure (Gilbert & Fister, 2011), it is not clear whether or not students are able to transfer their motivation for pleasure reading to a motivation for academic reading. Most certainly, a lack of reading self-determination can affect a reader's sense of reader identity with the most likely outcome as "I'm just not a good reader." ...
How a student perceives or identifies themselves as a reader is their reader identity. There is a dearth of research on college student reader identity. Using assignment artifacts as data, we conducted a narrative inquiry analysis seeking evidence of the students’ reading self-efficacy, reading self-determination, reading self-regulation, reading success, and reading competency as indicators of reader identity. We found the students expressed lower levels of reading self-efficacy, struggled with reading self-regulation, and lacked reading self-determination. We also found lower reading success levels and few reading competency indicators. Interpreting the results, we concluded that the students tended not to hold a reader identity and, therefore, typically do not embrace reading as part of their intrinsic desire to learn.
... Further,the visit of the library was only just for a few times as most of them were not frequent user of library for reading. Gilbert and Fister (2011)have analyzed the reading habit of college students, and they had found that interest inreading among students was high, and they enjoy reading not only for academic purpose but also for gaining knowledge. Mishra and Yadav (2013)have conducted research on reading habits of students and found that there is a need to guide and encourage students, and this task is not only of parents but also of teachers and librarians and provide the students with the material which is of their own interest. ...
Reading can play a vital role in personality development. No one can neglect its importance. But recent trendsshow that students’ priorities are changing overtime, and they are interested more in social media, entertainment, and reading novels. The purpose of reading is specific to them. Reading can make students optimistic and ambitious about their dreams. It is crucial to learn the easy and effective ways of reading at the university level because university level study is different from school and college level. University M. Phil. level requiresvariousforms and patternsof reading to achieve excellent grades. This study attempts to analyze the reading habit of students at a leading public university in Multan city. The purpose of the study is to measure the reading habits of M. Phil. Level students by percentage in the Economics department. It is a case study in which a questionnaire wasapplied to collect data from the Economics Department of Bahauddin Zakariya University Multan, Pakistan. A sample size of 30 respondentsat M. Phil. level was used to collect the data from the Economics Department of the University. The findings of the study showedpoor reading habitsamong the students while their interest was high towards social media, using the internet, and other activities. They like to read novels and other reading stuff instead of reading course books.
... Uma outra ideia importante é que a proficiência na leitura é particularmente determinada pelo prazer concedido na experiência de leitura (SMITH & YOUNG, 2008;GILBERT & FISTER, 2011). Essa é uma pista fundamental para os professores e bibliotecários que atuam com jovens em formação, particularmente enquanto promotores de leitura. ...
O presente estudo tem como objetivo, por um lado, refletir sobre as práticas de leitura no seio da biblioteca universitária, descrevendo e explicando as diversas possibilidades e a sua ligação com o propósito da formação universitária, e por outro demonstrar como uma atividade de leitura extra letiva na academia – um grupo de leitura – pode proporcionar experiências de leitura significativas para os envolvidos. Para tal, o estudo desenvolve uma reflexão teórica, baseada numa revisão de literatura, que evidencia os contributos da leitura literária e dos grupos de leitura em contexto académico para a dinâmica da aprendizagem ao longo da vida. Seguidamente, analisam-se entrevistas a participantes de um grupo de leitura, levado a cabo numa biblioteca universitária, procurando explorar o impacto das experiências declaradas neste âmbito no seu quotidiano. Conclui-se que os grupos de leitura se assumem como uma estratégia essencial de promoção da leitura literária e de aprendizagem de competências transversais, designadamente competências académicas assentes na reflexão crítica, na oralidade e na interação relacional, revelando-se, a par, o entrelaçamento da leitura partilhada com o quotidiano de cada um dos participantes, que vai para além da vida na academia. O estudo deixa pistas para um campo extenso de reflexão e ação.
... In the context of parenting and education, parents and teachers often use fictional stories to introduce concepts and moral values in children or adolescents. A study conducted by Gilbert and Fister (2011) showed that students have a much higher interest in reading than is believed and recommended steps for academic librarians to help encourage interest in reading, particularly by reading for pleasure which usually takes the form of narratives. Lazlo (2008) stated that narratives or stories have many psychological aspects that play an important role in influencing human psychological dynamics. ...
The purpose of this study was to determine whether non-fiction (news) and fiction (short story) narrative formatscould have different effects in increasing narrative transport and readers’ empathy. The study was conductedusing an experimental pre-posttest method and two groups designed. Participants of 62 students (male = 19,female = 43, Mage= 21.6) were randomly assigned to two groups of reading conditions (non-fiction vs. fiction),then their level of empathy and narrative transport were measured after manipulation/treatment. The measuresused were the Narrative Transport Questionnaire and the Interpersonal Reactivity Index. The statistical analysismethod used was the MANCOVA test. Differences in conditions (non-fiction vs. fiction) as independentvariables, baseline narrative transport score and empathy as covariates to be controlled. The test results betweenthe group multivariate test showed that there was a significant difference between the reading groups of non-fiction and fiction on narrative transport and readers’ empathy simultaneously after controlling for the pre-testnarrative transport and pre-test empathy variables, F(2, 57) = 3.291, p < .05, Wilks’ Λ = .896, with power ηp2 =.104 (10.4%). The univariate test on each dependent variable (empathy, narrative transport) in terms of textreading (non-fiction vs. fiction), after controlling for covariates (pre-test empathy, pre-test narrative transport),only differed significantly in the dependent variable narrative transport, F(5, 55) , p < 0.05, with ηp2 = .087 (8.7%),but not significant on the dependent variable empathy. The discussion is related to the familiarity of the readertowards the main character in non-fiction and fiction texts
... In the context of parenting and education, parents and teachers often use fictional stories to introduce concepts and moral values in children or adolescents. A study conducted by Gilbert and Fister (2011) showed that students have a much higher interest in reading than is believed and recommended steps for academic librarians to help encourage interest in reading, particularly by reading for pleasure which usually takes the form of narratives. Lazlo (2008) stated that narratives or stories have many psychological aspects that play an important role in influencing human psychological dynamics. ...
The purpose of this study was to determine whether non-fiction (news) and fiction (short story) narrative formats could have different effects in increasing narrative transport and readers' empathy. The study was conducted using an experimental pre-posttest method and two groups designed. Participants of 62 students (male = 19, female = 43, Mage= 21.6) were randomly assigned to two groups of reading conditions (non-fiction vs. fiction), then their level of empathy and narrative transport were measured after manipulation/treatment. The measures used were the Narrative Transport Questionnaire and the Interpersonal Reactivity Index. The statistical analysis method used was the MANCOVA test. Differences in conditions (non-fiction vs. fiction) as independent variables, baseline narrative transport score and empathy as covariates to be controlled. The test results between the group multivariate test showed that there was a significant difference between the reading groups of non-fiction and fiction on narrative transport and readers' empathy simultaneously after controlling for the pre-test narrative transport and pre-test empathy variables, F(2, 57) = 3.291, p < .05, Wilks' Λ = .896, with power ηp 2 = .104 (10.4%). The univariate test on each dependent variable (empathy, narrative transport) in terms of text reading (non-fiction vs. fiction), after controlling for covariates (pre-test empathy, pre-test narrative transport), only differed significantly in the dependent variable narrative transport, F(5, 55) , p < 0.05, with ηp 2 = .087 (8.7%), but not significant on the dependent variable empathy. The discussion is related to the familiarity of the reader towards the main character in non-fiction and fiction texts.
... Further,the visit of the library was only just for a few times as most of them were not frequent user of library for reading. Gilbert and Fister (2011)have analyzed the reading habit of college students, and they had found that interest inreading among students was high, and they enjoy reading not only for academic purpose but also for gaining knowledge. Mishra and Yadav (2013)have conducted research on reading habits of students and found that there is a need to guide and encourage students, and this task is not only of parents but also of teachers and librarians and provide the students with the material which is of their own interest. ...
Reading can play a vital role in personality development. No one can neglect its importance. But recent trendsshow that students’ priorities are changing overtime, and they are interested more in social media, entertainment, and reading novels. The purpose of reading is specific to them. Reading can make students optimistic and ambitious about their dreams.It is crucial to learn the easy and effective ways of reading at the university level because university level study is different from school and college level.University M.Phil. level requiresvariousforms and patternsof reading to achieve excellent grades. This study attempts to analyze the reading habit of students at a leading public university in Multan city. The purpose of the study is to measure the reading habits of M.Phil.Level students by percentage in the Economics department. It is a case study in which a questionnaire wasapplied to collect data from the Economics Department of Bahauddin Zakariya University Multan, Pakistan. A sample size of 30 respondentsat M.Phil. level was used to collect the data from the Economics Department of the University.The findings of the study showedpoor reading habitsamong the students while their interest was high towards social media, using the internet, and other activities. They like to read novels and other reading stuff instead of reading course books.
... The holistic consideration of student literacy is aligned with a strong education equity mindset and therefore is critical to assess when examining the literacy mindset of faculty members. Regardless, there is evidence to suggest that many students who enter college have underdeveloped literacy skills (Falk-Ross, 2001), tend not to enjoy reading (Gilbert & Fister, 2011), but find benefit in efforts to increase their literacy skills (Howard et al., 2018). ...
Reading and writing are fundamental skills students need to succeed in college, making literacy development an issue of education equity. The literacy skills can be content-specific, indicating faculty members across disciplines need to support student development of appropriate literacy skills. The extent to which faculty members support student literacy development is likely associated with their literacy-focused education equity mindset. The goal of our research was to document the mindset of faculty members across multiple disciplines. We gathered a combination of quantitative and qualitative data from 345 college faculty members using a survey. We found variations in the mindset strength between disciplines by the number of students taught, gender, and age. Overall, the faculty members held a moderate literacy-focused education equity mindset. The findings have implications for student inclusion, retention, and completion.
... Since the early 2000s a developing cluster of reading research that is situated in college and university environments explores the reading habits of students to understand the place of reading in their academic development, and to assess the value of leisure reading collections in academic libraries. Not surprisingly, time constraints-lack of time, not spending enough time, competition for time, timewasting online distractions-are perceived to be the primary barrier to voluntary reading among students (e.g., Cull, 2011;Foasberg, 2014;Gallik, 1999;Gilbert and Fister, 2011;Jollife and Harl, 2008;Mokhtari, Reichard and Gardner, 2009;Smale, 2019). ...
Purpose
The purpose of this paper is to explore various concepts of time and temporal dimensions in the context of everyday reading experiences.
Design/methodology/approach
The study uses theoretical bricolage that puts existing reading research into conversation with theories of time and temporalities.
Findings
Three registers of time in reading are put forward: (1) libraries and books as places that readers return to again and again over time, (2) temporalized reading bodies and (3) everyday reading as a temporalized practice.
Research limitations/implications
Using lenses of time and temporalities, everyday reading is shown to be central to ways of being in time. Subjectives experiences of time in the context of reading expand the limited ways that time is presented in much Library and Information Science (LIS) reading research.
Originality/value
This paper offers a new conceptual framework for studies of reading and readers in LIS.
... The authors affirm that the exercise of reading will equip students in the long term, allowing them to acquire knowledge and skills that can be applied throughout their lives, still being preponderant support in the development of academic writing. Another important idea is that reading proficiency is particularly determined by the pleasure given to the reading experience (Smith & Young, 2008;Gilbert & Fister, 2011). This is a fundamental clue for teachers and librarians who work with young people in training, particularly as reading promoters. ...
The implementation of the ACRL Framework has been a challenge for higher education librarians. This study proposes an unconventional way of adopting the opportunities of literary reading to teach the six conceptual frames recommended by this guiding document. From a literature review on the importance that literary reading has in the individual's life as well as the experiences of higher education libraries in the promotion of literary reading, a reflection emerges on the opportunity to teach information skills in this context. The main objective of this work is to make a creative and innovative contribution to the practical and situated application of the ACRL Framework in a non-traditional context, exploring literary reading to explain concepts, dispositions, and practices. For each conceptual frame are listed examples and situated learning strategies, which can contribute to the acquisition of essential and structuring instruments of the mechanisms necessary for information skills. Regarding specifically reading comprehension, it is important to work on the ability to extract relevant information from written texts so that it becomes a powerful tool for obtaining and processing information, transversal learning, and social insertion and is not reduced to school learning, but reveals its potential in extra-scholarly contexts, such as reading groups, meetings with authors, or the constitution of specific collections for leisure reading in university libraries.
... The term recreational reading means any type of reading that extends to include a wide range of topics in the form of printed and digital texts and is determined by the reader's preference of what, when, and where is read, which does not bear any assessment other than the reader to himself or herself (Richardson & Eccles, 2007). Throughout the years, many researchers have used various terms to refer to recreational reading, to name a few, leisure reading (Hughes-Hassell & Rodge, 2007;Stokmans, 1999), spare-time reading (Searls, Mead, & Ward, 1985), reading outside-of-school (Anderson, Wilson, & Fielding, 1988), voluntary reading (Gilbert & Fister, 2010;Krashen, 2011;Richardson & Eccles, 2007), and recreational reading (Gallik, 1999;Klauda & Wigfield, 2012). The extant literature on reading indicates that these terms have been used interchangeably to mean recreational reading. ...
Because an understanding of reading attitude is pivotal to reading encouragement, this study investigated the multidimensionality of recreational reading attitude among Jordanian EFL students. A survey of recreational reading attitudes was administered to 225 EFL tertiary students at the University of Jordan. The responses to the 10-item survey were factored using (1) exploratory factor analysis (EFA) and 2 factor dimensions were obtained for the recreational reading attitude: efferent (cognitive) and aesthetic (affective). Results were, then, validated using (2) confirmatory factor analysis (CFA) using IBM Amos 23. Results provide statistical evidence and a confirmation through using mixed statistical approaches (i.e., EFA and CFA) that the recreational reading attitude of EFL students is multidimensional, which will yield a better understanding of how attitudes can affect EFL students’ engagement in reading and choices of reading materials, thus introducing a new definition for recreational reading attitudes to encompass their multidimensional nature.
... Once the reading habit has been developed to someone, it will remain with him forever. Gilbert and Fister (2011) indicated that effective reading makes a reader more strategic, critical in problemsolving and sympathetic with other fellow beings. The study pointed out that through the age of information, college students spent more time reading, email, blogs, news and electronic books. ...
Aim: The aim of this study is to assess the reading habit practices of Filipino community working in Riyadh, Kingdom of Saudi Arabia (KSA). Method: A cross-sectional survey was conducted through a self-administrated structured questionnaire from September to November 2019 at Riyadh, Saudi Arabia. Fifty questionnaires have been distributed to Filipino nationals having a bachelor's degree and at least two years of stay in KSA. Results: Out of 50 participants, 36 (72%) Filipinos have responded, comprising the age group of 28 to 59 years with mean 41.25 ± 1.46. Most of the respondents like to use mobile-phone, sleeping, using a computer, watching television and spending time with family and friends during free time, only 9 (25%) respondents prefer to read. Filipino community mostly like to read religious books, literature and history. However, more than half of the respondents like to read soft copies of books. Three-fourth of the respondents read at least one book during the last three months and the Bible was found a favorite book. Half of the respondents have hard copies of books in their personal collections. Most of the respondents were not satisfied with the reading habit of the young generation. Conclusion: Reading habit is a significant activity and an integral part of the lifelong learning process. Whether we are living in our country or abroad, reading should be part and parcel of our life. Reading really grow our spectrum of knowledge and understanding.
... amongst many researchers and policy makers that reading specifically for pleasure plays an additional important part in a child's academic development. For example, the National Curriculum for primary schools in England is clear on the fact that encouraging reading for pleasure is part of the role of the school (DfE 2013) and recurring evidence from pupil questionnaires and test data suggests consistent links between children who engage regularly in reading for pleasure and high-level reading attainment (Petscher 2010;Gilbert and Fister 2011;Clark and Teravainen 2017;DfE 2017). Other studies have linked reading for pleasure to academic benefits in additional areas such as maths and vocabulary (Sullivan and Brown 2015) and to positive social and emotional development through the exposure to new cultures, experiences, emotions and situations (Sainsbury and Schagen 2004;Howard 2011;DfE 2012;Whitten, Labby, and Sullivan 2016). ...
This paper examines the perspectives of Year 5 pupils from a school in East London on reading for pleasure. Sixty children initially completed a questionnaire and their responses were used to identify two groups: children whose responses suggested a positive attitude towards reading for pleasure and those who did not. Two focus group interviews were conducted, and a thematic analysis identified the most prevalent children’s perspectives on reading for pleasure; focusing on ways in which reading for pleasure is obstructed in educational settings and how it could be supported through the actions of educational professionals. Results concluded that, amongst other themes, children’s agency and choice in reading material and setting is a dominant factor in their enjoyment of reading. This paper then suggests practical ways in which engagement in reading for pleasure can be supported, including an example of the creation of a library based on pupil voice suggestions.
... Reading popular romance genre now a days is a social activity engaged in by most young female readers through out their life time for leisure, entertainment and enjoyment. According to (Gilbert & Fister, 2011;Krashen, 2011), reading is the thoughts of a author communicated to audiences/readers through a written and printed sequence of words. It was also indicated that reading any literary texts is an interactional activity between male and female i.e children, young adult and other people who has interest and motives to achieve in life ( Abdullah et al., 2012;Kavi, Tackie, & Bugyei, 2015;Smith, 2012). ...
Reading the story of popular romance fiction is the most powerful social activities among women in the Western countries, Europe, Asia and Africa for their leisure and enjoyment. In this study an attempt has been made to understand the reading habits and preferences of the young adult female readers of Hausa popular romance fiction, the contemporary romance fiction are popular because it deals with unimaginable relationship between men and female, the novels help them to solve some issues on courtship, ineqality, domestic violence and social change. In this study a face to face interviews was employed to collect their views, feelings and understanding of 10 young female readers through the Rosenblatt’s Reader-response theory (1978). The data were analyzed using the constant comparative method. The findings of the study indicated four main outcomes which revealed the major motivating factors which includes; (i ) image of flashy car appeared at the cover page (ii) image of beautiful flowers, (iii) image of golden ring (iv) Heart images, this images played a significant role for encouraging the readers to select a novel and read the story enjoy the freedom from breaking free of gender constraints through those stories consider it as part of their lives.
... As Julie Gilbert and Barbara Fister discovered, students have a far higher interest in reading than is typically believed. 56 Although 93 percent of students in their study said they read for pleasure, a large percentage of librarians believed that students do not particularly enjoy reading. The surveyed librarians were ambivalent about the role academic libraries should play in reading promotion. ...
Reading is an essential skill that improves with practice, not just when we are learning to read but as adults. College students may be out of the habit of reading except for required texts. Deep reading skills may be eroded by habits of interrupted and partial attention. This article explores ways to promote reading among college students through the implementation of best practices from retail and marketing.
... Por outro lado, também é sustentada a importância da leitura de lazer no sentido em que ela é preditora de maior rendimento académico, gerando alunos com uma capacidade mais abrangente e consistente de aprendizagem (Ramirez Levya 2015). Mais, segundo Gilbert & Fister (2011), um fator determinante para a proficiência na leitura é o prazer concedido pela experiência de ler. Se queremos que os estudantes sejam leitores consistentes é necessário o apoio à aprendizagem, mas é importante considerar formas de os ajudar a desenvolver os seus gostos pessoais, fazendo com que aprendam maneiras de identificar as leituras mais satisfatórias e instigar a ideia de que podem voltar às bibliotecas depois de concluídos os seus estudos académicos, com vista à sua educação contínua e ao seu desenvolvimento (Gilbert & Fister, 2011, p. 490). ...
Esta comunicação pretende explorar o conceito de grupos de leitores aplicado ao contexto do Ensino Superior. O trabalho faz parte de uma investigação mais alargada que procura descrever e explicar o funcionamento dos grupos de leitores e o seu impacto na experiência de leitura, na vida académica e no desenvolvimento de competências e literacias múltiplas. O objetivo é fazer o estado da arte dos grupos de leitores no ensino superior ao nível global e nacional, explicando o seu potencial. É realizada a observação de uma experiência local, que revela o impacto deste tipo de iniciativa, dando pistas para a sua concretização a partir da biblioteca académica. O estudo mostra que as práticas analisadas no âmbito dos grupos de leitores contribuem para a aprendizagem e formação global no ensino superior. Conclui-se que reunir vozes em torno de uma leitura de fruição é, na academia, construir um espaço de encontro e diálogo onde se exercita o hábito de pensar e aprender fora do contexto técnico-instrumental, possibilitando a expressão, a cada um, das suas ideias e respeitando e valorizando as ideias dos outros. Deste exercício se constrói um conjunto de competências para serem usadas no contexto académico e ao longo da vida.
... In some libraries, staff were concerned about the amount of additional time and work that such collections and services demand, and such must be addressed in planning. 117 Once a good leisure reading collection is developed, the problem shifts to encouraging students who seem to be already stressed by deadlines and distracted by other activities to read outside of class work. Targeted creative writing initiatives may be one way to engage readers while encouraging empathy. ...
Recent studies in a variety of disciplines have linked the reading of fiction specifically with measurable increases in empathy using both self-reported instruments and neurological examinations. Through a review of the recent studies and experimental evidence, the author contends that empathy can be trained using fiction through specific titles chosen and/or guided discussions. The act of transportation into the story and identification with the characters can lead to substantive changes in perception and world view. Therefore, fiction collections in academic libraries provide a needed resource and should be considered as such.
... Gilbert and Fister discovered that 93 percent of college students truly enjoy reading for pleasure. 25 Time pressures interfere with their desire to read, but students would welcome efforts by librarians to help them discover reading material. ...
... Students' preference for fiction, particularly novels, is consistent with many other studies' findings about female readers' preferences (Schultheis 1990;Gilbert & Fister 2011;Merga, 2017). Tepper (2000) found that women were more likely than men to have read fiction in the past year. ...
The inescapable link between college students' reading habits and their academic success suggests the importance to educators of investigating their students’ reading interests and preferences. The study reported here was an open investigation into the book reading choices of first-year female Emirati university students to see what genres, authors, main protagonists and book settings they preferred. Book titles were mined from data which was gathered during a larger in-depth research on students’ reading habits over a period of two years, through interviews, journal entries, surveys, emails and conversations. Results showed that, while students had a preference for fiction, they also had a comparatively high interest in nonfiction, particularly self-help books. Gender did not appear to be a major factor in their preferences although male authors were popular. Geography, including author and protagonist nationality and book setting, appeared to be more important, with students showing a preference for American and British authors, protagonists and settings. With students’ overall choice of Arab authors and titles at little more than one tenth of their total choices, availability of interesting books would appear to be of paramount importance. There are implications for the Arabic book publishing industry, in general, and the Emirati book publishing industry, in particular. Findings will be of interest also to educators, librarians and others who wish to promote leisure reading among college students in the Arab world and augment the limited literature on Arab students' reading choices.
A pesar del renovado interés por trabajar el tema de promoción de lectura recreativa en las bibliotecas académicas, la mayoría de las iniciativas que se realizan son actividades aisladas. Este artículo busca profundizar sobre cómo la bibliografía científica ha tratado la relación de la promoción de lectura recreativa con la misionalidad de este tipo de unidades del ámbito de la educación superior. Se analizó la bibliografía de 2000 a 2022 a partir de las dimensiones de política, infraestructura, personal y beneficios. Se encontró que existen documentos científicos donde se describen y enuncian las posibilidades de la promoción de lectura recreativa a través de una mirada ampliada al apoyo a la docencia y la extensión pero que no se han traducido en políticas concretas. En gran parte debido a que hacen falta investigaciones que evidencien los beneficios de las iniciativas y a que generalmente el personal no necesariamente cuenta con las competencias para llevar a cabo los programas. Se observa la necesidad de estudios de caso que demuestren la conexión de las actividades con los retos actuales universitarios para la generación de nuevas políticas y perfiles que lleven a cabo programas sólidos en donde la evaluación sea una práctica constante.
Science plays an important role in ensuring the society’s well-being and performs a number of functions, of which the most significant are to build new knowledge, improve education, and increase the quality of life. The new stage of science-society communications is characterized by the expansion of civil participation in planning, conducting and financing of scientific research. One of the main tasks of science communication is to increase scientific literacy (SL) of nonscientists. The documents analysis demonstrates that the developed countries pay special attention to scientific thinking and SL promotion, and all social institutions, including libraries, are engaged in appropriate activities. In recent decades, the study of the SL formation features has become a popular research topic worldwide. However, Russian library studies pay insufficient attention to the foreign experience in the field. The goal of this paper is to review and analyze English-language publications on “scientific literacy in libraries”. The author characterizes in detail such vectors of activities as development of popular science collections, participation of libraries in STEM education, and other practices of foreign libraries in teaching SL.
Readers are essential agents in the production of bestsellers but bestsellers are not essential to readers' leisure pursuits. The starting point in this Element is readers' opinions about and their uses of bestselling fiction in English. Readers' relationships with bestsellers bring into view their practices of book selection, and their navigation of book recommendation culture. Based on three years of original research (2019–2021), including a quantitative survey with readers, interviews with social media influencers, and qualitative work with international Gen Z readers in a private Instagram chat space, the authors highlight three core actions contemporary multimodal readers make– choosing, connecting, and responding– in a transmedia era where on- and offline media practices co-exist. The contemporary multimodal reader, or the MMR3, they argue, illustrates the pervasiveness of recommendation culture, reliance on trusted others, and an ethic of responsiveness.
According to a 2019 study, almost half of American college students know that they need help for an emotional or mental health problem (Eisenburg & Lipson). Colleges themselves are aware of the growing problem and are continually looking for ways to help their students. Many colleges are providing mindfulness sessions to support well-being. Librarians are also cognizant of the foundational role of mental health and are incorporating mindfulness into their reference, instruction, spatial planning, and programming. Reading for pleasure is another non-pharmaceutical intervention that enhances psychological health, but not all academic librarians are convinced of its place in college libraries. This article introduces the concept of leisure reading as a mindfulness activity, one that has implications for academic reference librarians.
Purpose: A review of texts in Persian language shows that most of the researches in the field of reading are focused on free or leisure reading and Iranian researchers have not studied academic reading. Perhaps one of the reasons for not conducting research in this field is the lack of appropriate tools. Therefore, this research was conducted in order to check the adequacy of the psychometric properties and validate the reading attitude questionnaire of Isakson et al (2016). Method: This research is designed with a quantitative approach in order to describe the psychometric characteristics of the attitude towards academic reading questionnaire. The statistical population of this research included the students of Shahid Chamran University of Ahvaz, who were studying in this university in the first half of the academic year of 1401-1400 SH. Using stratified sampling, 890 students were selected as samples. To validate this tool, apparent and content validity indices were measured. Confirmatory factor analysis was also utilized to evaluate the validity of the structure. Multi-value question-answer models were used to analyze the questionnaire items, and Cronbach's alpha was used to assess the reliability of this questionnaire. Findings: In the development of the research tool, a structure with three factors was used, whose factors are: academic reading behaviors, self-efficacy in academic reading, and evaluation for academic reading. The appearance validity of the questionnaire items was confirmed, and the content validity test showed a meaningful relationship between items and factors. The confirmatory factor analysis for these three factors showed that this model provides an appropriate structure to measure the attitude to academic reading and there exists a good fit between this proposed model and experimental data. The items of this questionnaire, in addition to having a good fit with the multi-valued answer question models, have the appropriate clean power at different levels of people's attitudes. Examination of the reliability coefficient in this questionnaire showed that both the individual factors and the questionnaire, in general, are at a desirable level of stability and reliability. Originality/value: There is no suitable tool in the Persian language that can properly assess the attitude towards academic reading. Therefore, a lack of appropriate tool in this area can be seen. This tool can be used in educational research to assess the causes of academic achievement or failure of students, as well as to study their study and learning styles. The most common use of this tool in tests is to measure reading ability at the beginning of reading improvement courses in schools and universities or other reading education intervention programs.
This study was carried out to explore the pleasure reading practices and preferences of sample Iraqi college EFL students. This study seeks to fill the gap in researchs concerning pleasure reading in Iraq since the Iraqi college EFL students' practices and preferences of reading for pleasure have not been explored yet. To do this, the study employed a questionnaire for collecting data. A sample of 177 Iraqi college EFL female students of department of English language of College of Education for Women of Al Iraqyia University in Baghdad volunteered to fill in the questionnaire. Descriptive statistics using frequencies and percentages were used to analyze the quantitative data from the questionnaire. The findings indicate that the majority of the participants read for pleasure weekly. It was also found that the participants preferred to read song lyrics, books of fiction, and articles posted on social media or websites over other types of reading texts. The research findings also showed that some of the participants read 1-2 hours per week and very few of the participants read 4-5 hours weekly. All the participants faced problems when practicing reading for pleasure and these difficulties can be attributed to several factors, such as watching TV/DVD/online
This study analyses fifteen months of circulation data from a popular titles collection at a regional campus undergraduate library. To better understand how popular titles collections in academic libraries are used, this data analysis shows a breakdown of use amongst the entire campus population (students, faculty, and staff). Faculty are the most frequent borrowers of items from this collection, followed by students and staff. Further analysis shows that fiction is more popular than nonfiction. Amongst circulated titles and in the broad fiction category, general literature and English literature are ranked highest. Young Adult literature is another category in which items frequently circulated. Finally, this article touches on the benefits of using a rental plan for leasing titles in a browsing collection, including a better ability to meet specific needs on campus or among student groups than with traditional acquisitions processes.
This study was conducted to determine the reading pleasure of junior high school (sekolah menengah pertama or SMP) students through 4 indicators. The research was conducted with a total sample of 281 students from grades VII, VIII, and IX in junior high schools. The sampling technique used was purposive sampling. The research design used is an explanatory design. The quantitative instrument in the form of a reading pleasure instrument consists of 40 statements, while the qualitative instrument is in the form of interviews with 10 students, 4 teachers, and 2 of the head of the library. The data collection technique was carried out by survey (field research). The results of this study indicate that the indicators of general attitudes towards reading are on a neutral scale, the indicators of reading preferences are on a neutral scale, the indicators of the effects of reading on ability are on the agreeing scale, the indicators of students' negative views on reading are on the disagree scale. The results of interviews with the teacher can be seen that the teacher has reminded students to always read books other than in face-to-face activities in class, then the results of interviews with the head of the library can be seen that junior high school students have high enthusiasm for reading and borrowing books in the library, the results of interviews with male student and female student show that female student have better reading pleasure than male.
This paper discusses the trends in reading habits of students from school level to higher (College and University) levels of education through the review of related literature. It reveals the different choices of reading materials, the time spent on reading, the purpose of reading and the most preferred place for reading when the students are at different levels of education. It also highlighted the factors which affect and motivate the reading habits of the students.
Purpose. This article examines the post-migration changes in reading practices of Spanish-speaking readers in the U.S. and Canada, with a goal of translating the findings into practical guidelines for librarians who engage with Spanish speakers in different types of libraries. Design/methodology/approach. The article draws on a subset of data from the larger bilingual, self-administered, qualitative survey conducted in two large urban areas (Toronto, Ontario, Canada, and New York City, NY, USA). These data are used to develop a practice framework by translating the generated empirical knowledge into concrete applications that can benefit librarians who engage Spanish speaking readers.
Findings. The study analyzes the changed (or unchanged) amount of leisure reading, the various ways of accessing reading materials, alterations and evolution in reading content, and the choice of language preferred for reading different types of leisure materials.
Originality. Reader studies, such as this one, are essential for facilitating the practice of reading experience (RE) librarianship in all types of libraries: public, academic, and special, because they look beyond information needs and programming ideas into the soul of the people in their real-life circumstances, connecting librarians and readers on a deeper humanistic and cultural level.
Children's literature collections in academic libraries present a unique opportunity for librarians to develop engaging outreach programs for students, faculty, and community members. The Curriculum Resource Center at Bowling Green State University's Wm. T. Jerome Library has developed several popular events that both promote the collection and the central mission of creating a culture of reading. In this case study, three of the most successful endeavors – Mock Caldecott, April Madness, and Sneak Peek - are highlighted to provide insight into how we integrate our carefully developed collection into programs that inspire excitement and build community around reading.
The article considers the experience of the University Library of Ukraine to motivate reading in college students. The author describes three library created events that encouraged students to visit the library, to read, and communicate with others in the library space. The first two events, Library Motivators and Literary Valentines, were implemented online. Information was posted on the library website and on different social networks. The third event, Book and Library Predictions was a way for students to communicate in the library space. Events like these could be implemented in other libraries using various online services and social networks.
This article positions the practice of working with readers in academic libraries as a diversity practice and examines this practice through the lens of the Diversity by Design (DbD) concept. We use DbD to propose and explicate a differentiated approach to reading promotion on campus, drawing attention to the broader and multiple meanings of diversity in the context of reading engagements. We look at the differentiated nature of readerships on campuses as an expression of inherent diversity in North American institutions of higher education and, by extension, academic libraries. We also make specific recommendations on how to take reading practices in academic libraries onto a new level and to give it a boost and a new direction, befitting the diverse and eclectic nature of contemporary universities.
En los últimos años se ha potenciado el interés de la investigación en torno a las variables que determinan el éxito académico en las etapas educativas. Muchas investigaciones sitúan a la lectura y al hábito lector como una de las variables que en mayor medida favorecen los resultados académicos. Este hecho contrasta con los datos sobre hábitos de lectura en España, siendo preocupante el porcentaje de jóvenes y alumnos universitarios que no muestran ningún interés por la lectura. En este trabajo se presenta la importancia de promocionar la lectura en todos los niveles educativos, especialmente en la universidad.
– The concept of appeal has traditionally been considered a cornerstone of readers' advisory (RA). Critically revising the foundational works on appeal that have guided RA for more than two decades, this article aims to discuss the best ways to approach teaching RA as contextually grounded practice.
Design/methodology/approach
– The paper uses a critical review of RA foundational works and of selected RA tools and publications; a comparative analysis of two empirically generated models of reading; and discourse on the possible application of research interviewing methods to the RA interview.
Findings
– Given the disclosed unutilized potential of the existing theory of appeal and in light of recent empirical research, the concept of appeal should become less compartmentalized and should be broadened to include the reader and his or her reading context. Reading studies should be seen as directly relevant to understanding appeal. The SQUIN (single question aimed at inducing narrative) technique, borrowed from narrative research interviews, can be used in RA interviews to collect contextually grounded information about the appeal of reading.
Originality/value
– This article will be of interest to LIS educators, practising readers' advisors, other public services librarians, reading scholars, and library and information science students. It takes a radically different approach to the concept of appeal, which has remained relatively stable since its conception in 1989, and uses it to propose not only a more holistic approach to RA but also some practical ways to teach it to future readers' advisors.
Purpose
In the context of increasing interdisciplinarity in academia and professional practice, the purpose of this paper is to focus on the contribution of information science (IS) to education and practice in social work (SW), specifically in the area of disabilities at the workplace. As a case in point, a work environment of academia and faculty members with disabilities and their managers are chosen. The paper also stands to improve interdisciplinary understanding between IS and SW.
Design/methodology/approach
Combining SW and IS perspectives and building off selective exposure, cognitive dissonance and uncertainty management theories, the paper looks at one of the root-causes of continuous workplace discrimination against and bullying of people with disabilities – information avoidance (IA).
Findings
The paper conceptualises discrimination and bullying as an inherently information problem, for which an SW solution could be proposed. Two types of information are noted to be avoided: information about disabilities and information about the effect of discrimination and bullying on employees with disabilities. The paper distinguishes between defensive and deliberate IA, each of which poses different challenges for social workers who are likely to intervene in the cases of bullying and discrimination in their capacity as workplace counsellors and advisors.
Originality/value
It is the first known paper that explores the intellectual and practice-based synergy between SW and IS in application to change-related interventions and preventative plans that counteract discrimination against people with disabilities at the workplace. It proposes creative solutions for intervention, including bibliotherapy. It also opens up a broader conversation on how critical the knowledge of IS is for social workers.
There is a large body of nonfiction written for a general audience which is infrequently promoted in popular reading collections at academic libraries. The aim of this research is to look at the usage of nonfiction science literature at a large university library in comparison to the science collection as a whole. This information can help librarians to not only determine how best to prioritize the collection of nonfiction science literature, but it can also be used to provide insight into how popular nonfiction science books can be most effectively promoted to library patrons.
Staff from the Access and Information Services (AIS) department at the University of Minnesota Libraries developed several readers’ advisory services to promote student engagement. One project was a Book Matchmaking service, for which users completed a web form and were given reading suggestions owned by the libraries. A brief survey was distributed to users of the service during the fall of 2016 to assess impact. The resulting data made a strong argument for further readers’ advisory activities in academic libraries, as libraries and users benefit equally. Participating in the service encouraged positive engagement with the library and encouraged leisure reading.
La lectura es un tema que preocupa cada día más. Los bajos índices de consumo, los resultados de comprensión lectora de los alumnos y el reto que supone el nuevo contexto digital han provocado todo un debate en torno a la lectura y su promoción. Este artículo analiza las investigaciones publicadas entre 2000-2015 en revistas internacionales indexadas en Scopus y en WoS. Estos trabajos resaltan la necesidad de abordar esta temática desde una mirada interdisciplinar y empírica que permita establecer las bases para una correcta actuación y la consolidación de hábitos de lectura estables, especialmente entre los niños y jóvenes. Del análisis realizado se concluye que buena parte de la oferta actual en materia de promoción lectora es básicamente un intento para acercar los libros y la lectura de forma atractiva a los lectores más jóvenes, si bien son escasas todavía las investigaciones que se preocupan de los resultados de estas intervenciones.
How much time do college students spend reading for recreational and academic purposes? Do Internet and television use displace or interfere with reading time? In this study, we used an innovative time‐diary survey method to explore whether the time students spend on the Internet or watching television displaces time that would be spent reading for academic or recreational purposes.
كم من الوقت يقضي طلاب الجامعة في القراءة لأسباب المطالعة والدراسة؟ هل استخدام التلفاز أو الشبكة العالمية يحل محل القراءة أو يتدخل فيها؟ في هذه الدراسة استخدمنا مسحاً مبدعاً قائماً على كتابة يوميات بصدد قضاء الوقت كي نستقصي إذا كان الوقت الذي يقضي فيه الطلاب على الشبكة العالمية أو مشاهدة التلفاز يحل محل الوقت الذي كانوا قد سيقضوه بالقراءة لأسباب الدراسة أو المطالعة.
大学生究竟花多少时间于为消遣和为学术目的而阅读？互联网和电视的使用有没有取代或妨碍学生阅读的时间？在本研究中，我们采用一个创新的时间日记调查方法，以探究大学生花在互联网或看电视的时间有没有取代他们会用于为学术或为消遣目的而阅读的时间。
Combien de temps les étudiants de licence passent‐ils à lire à des fins récréatives et d'étude ? Est‐ce que l'utilisation d'Internet et de la télévision remplace ou interfère avec le temps consacré à la lecture ? Nous avons dans cette étude utilisé une méthode d'enquête innovante de journal budget‐temps quotidien pour savoir si le temps que les étudiants passent sur Internet ou à regarder la télévision remplace le temps qu'il auraient passé à lire à des fins récréatives ou d'étude.
Сколько времени тратят студенты колледжа на развлекательное и академическое чтение? Оказывают ли Интернет и телевидение существенное воздействие на время, которые студенты посвящают чтению? В данном исследовании был использован инновационный метод – сочетание дневника учета времени и анкетирования, – который позволяет ответить на эти вопросы.
¿Cuánto tiempo pasan los estudiantes colegiales leyendo, ya sea para entretenerse o para sus estudios? ¿Acaso la televisión y el Internet les quitan tiempo a estas actividades? En este estudio usamos un método innovador en forma de una encuesta de diario‐de‐tiempo para ver si el tiempo que los estudiantes pasan en el Internet o viendo televisión les quita tiempo que le hubieran dedicado a la lectura de recreo o de estudio.
This paper argues for an expanded definition of information-seeking and use that goes beyond reference sources to include books that are read for pleasure. The analysis is based upon qualitative, open-ended interviews with 194 committed pleasure-readers, conducted as part of a larger study on reading for pleasure. Readers reported choosing a book to read for pleasure and then finding in it insights related to themselves and their own problems. An analysis of readers’ accounts of a book that had made a significant difference in their lives indicated the prevalence of narrative forms, particularly biographies, autobiographies, histories, and novels. The paper examines 15 accounts of books that have made a difference and argues that, with texts that are identified as most significant, readers read themselves into the story and then read the story back into their own lives.
The authors discuss a survey of reading practices that they administered to students at their home institution, the University of Arkansas, as well as logs that students at the school kept of their daily reading acts. An important finding was that, contrary to possible belief, students at this university are reading quite a bit, although they are not spending much time on materials assigned in their courses. The authors propose some methods for boosting students’ interest in academic texts, and they call for other institutions to conduct similar studies.
Does a relationship exist between academic achievement and the time spent in recreational reading? A significant connection was found between achievement and the time these college students spent reading for pleasure during vacations.
Encouraging pleasure reading is not traditionally seen as the role of academic libraries. Those students who take time for reading, however, are better poised to succeed in college. Declining rates in reading among young people are cause for alarm, and many libraries at academic institutions are developing programs to promote this pastime. This article will examine statistics on the state of reading in America, outline two reading outreach initiatives that New Mexico State University has engaged in, and suggest strategies for effectively reaching out to the community to encourage reading.
This article provides an introduction to the recreational reading promotion tools at VCU Libraries, including a book review blog, book swap, and bulletin board, as well as the libraries' involvement with VCU's summer reading program and Richmond's citywide "One Community One Book" initiative. Policies and operating procedures will be examined, and these services will be discussed in the context of other libraries' offerings. We will also discuss why there is a need for these services– which have traditionally been the purview of the public library–on a college campus. Reading among American adults is in dramatic decline, and the academic library is a natural setting in which to combat this trend. The Virginia Commonwealth University Libraries' literacy outreach efforts serve to promote and strengthen lifelong learning and student engagement, two goals outlined in the VCU strategic plan.
During times of increased competition for budget, staff, and space in academic libraries, providing a recreational reading collection for pleasure and current awareness can be seen as difficult to justify. Recent studies, including Reading at Risk, raise concerns about the literary reading practices of college students. A year after the creation of a recreational reading collection at the University of Northern Colorado Libraries, a preliminary survey was conducted to gauge reaction of college students to the availability of recreational reading materials in their academic library.
This study examined the recreational reading attitudes, intentions, and behaviors of college students. The theory of reasoned action provided the framework for the investigation and prediction of the students' intentions and behaviors. Two hundred and one students completed questionnaires developed according to the guidelines for the construction of standard theory of reasoned action questionnaires. The instrument assessed students' attitudes, outcome beliefs, subjective norms, and normative beliefs, as well as intentions and behaviors regarding recreational reading. The constructs of the theory explained 35-38 percent of the variance in students' intentions. Attitudes toward recreational reading provided the strongest and most significant contributions.
Leisure reading in America has declined in the last 20 years, especially among 18 to 24 year olds. Studies show, however, that a positive relationship exists between college students' academic achievement and the time they spend in recreational reading. Reading for pleasure improves reading comprehension, writing style, vocabulary, spelling, and grammatical development. Librarians at the Roesch Library, University of Dayton (OH), collaborated with colleagues in Residence Education on a yearlong pilot recreational reading program to address this cultural shift on a small scale. Porches, informal gathering places familiar to students, served as an appropriate theme for the program's goal of bringing people together to talk about books. This project found that with just a little bit of motivation and encouragement, students are willing to read for fun.
Do popular reading materials belong in college and university libraries? Although some librarians think not, others believe there are compelling reasons for including them. The trend toward user-focused libraries, the importance of attracting patrons to libraries in the digital age, and, most importantly, the need to promote literacy at a time when it has reached its lowest levels are all reasons why academic librarians are reconsidering their ideas about popular reading materials. Librarians who decide to implement a leisure reading or browsing collection should consider a number of key issues.
Using a combination of surveys and interviews, this research project explores the relationship between educational and recreational outcomes of leisure reading, the importance of learning to the leisure reading experience, the role of learning in leisure reading, and the educational outcomes reported by leisure readers. Interview transcripts and survey data were used to create a model of four categories of educational outcomes from leisure reading: (1) people and relationships; (2) countries, cultures, and history; (3) life enrichment; and (4) different perspectives. The article concludes with recommendations for integrating these results into practice and suggestions for further research.
Are we becoming an aliterate society? The demand for recreational reading appears to be on the decline while the demand for films, DVDs, and other formats is on the rise. Is this an indicator that students of today are selecting viewing over reading? What, if any, is the impact on collection development of academic libraries? To answer these questions, the authors administered a survey to determine if students elect to read when given choices or if they prefer viewing instead. The survey also dealt with the amount of time students spend reading as well as what specifically they read. doi:10.1300/J106v14n03_02
This is a book about readers and for them. It describes the delights of reading and the psychological mechanisms that take skilled readers out of the world and lead them, absorbed or entranced, into the world of the book. Students of reading—librarians, critics, cognitive psychologists, and reading specialists—may also find it helpful.
Part I explores the social forces that have shaped reading: the growth and consolidation of the reading habit, the social value system, and the pervasive appeal of narrative. Reading for pleasure is often light reading, but not always: one of pleasure reading's paradoxes is that for many sophisticated readers, a wide range of materials, from the trashiest to the most literate and demanding works, may induce reading trance, and such readers are intrigued by the pleasure they derive from material they know to be culturally worthless.
Reading for pleasure ("ludic reading") is an enormously complex cognitive act that draws on an array of skills and processes in many different domains—attention, comprehension, absorption, and entrancement; reading skill and reading-rate variability; readability and reader preferences; and reading physiology. These component processes of ludic reading are the subject matter of Part II.
Ludic reading is a consciousness-changing activity, and Part III relates reading to fantasy processes such as dreaming and hypnotic trance, on the one hand, and to the sovereignty of the reading experience and the uses readers make of it, on the other, in order to show how the components of reading relate to one another in achieving the capture of consciousness. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
La lecture est devenue recemment un phenomene de mode. L'A. se penche sur les groupes de lecture, devenus tres populaires aux Etats Unis, et communique sa propre experience de professeur de la litterature pour les femmes qui travaillent. Apres avoir observe six groupes pendant deux ans, l'A. developpe les themes suivants : difference entre la lecture en groupe et la lecture en solitaire, varietes des groupes de lecture, quels livres sont lus et pourquoi, discussions autour des livres, leur influence sur la culture americaine, difference selon le sexe
The National Endowment for the Arts’ 2007 report “To Read or Not to Read” discusses the distressing nationwide decline in reading. This report has generated considerable dialogue. The NEA’s data suggest that “frequency of reading for pleasure correlates strongly with academic achievement.” In a complex world, the ability to participate fully in societal decisions may be contingent on homing in on ideas in a way fostered by reading, and specifically by avid reading, reading for pleasure. The reading of books imparts skills that other media may not be able to grant. Academic librarians understandably focus on supporting their colleges’ pedagogical and research missions, only incidentally providing other resources, such as popular reading. However, fostering reading for pleasure both supports those pedagogical aims and moves beyond them. The university community needs these services more than ever, as the modes of electronic entertainment and communication employed by students fragment their attention ever further. Ludic reading is crucial, and promoting it remains essential to our profession. After a look back on 20th century academic library history, this article highlights ways academic librarians can encourage reading among users, including displays, instruction, programming, connecting with other libraries, expanding ideas of genre, and developing readers’ advisory skills.
The gender gap in fiction reading has been largely ignored by sociologists and scholars in the field of reading research. This paper investigates three primary explanations for why more women read fiction than men, including: the influence of childhood socialization and gender-role stereotypes, differences in cognition and prose literacy and differences in work status and available free time. Data analysis using two, large-scale national surveys reveals that notions of gender-appropriate leisure and their influence on childhood socialization explain much of the gap in fiction reading. On the other hand, differences in reading skills and free time, as measured by work-status, seem to contribute very little to our understanding of the gap. The paper concludes by suggesting that better measures of socialization, additional information about what types of books men and women read, and more detailed time-use studies would give us additional leverage on this puzzle.
Research-Based Readers' Advisory
- Jessica E Moyer
Jessica E. Moyer, Research-Based Readers' Advisory (Chicago: ALA, 2008).
Reading for Pleasure and Creativity among College Students
- Kathryn E Kelly
- Lee B Kneipp
Kathryn E. Kelly and Lee B. Kneipp, "Reading for Pleasure and Creativity among College
Students," College Student Journal 43, no. 4 (Dec. 2009): 1137-44.
What Has Happened to Browsing Collections in Academic Libraries?
- Tom Kirk
Tom Kirk, "What Has Happened to Browsing Collections in Academic Libraries?" Library
Issues 30.5 (July 2011): 4.
Finding without Seeking: What Readers Say about the Role of Pleasure Reading as a Source of Information Australasian Public Libraries and Information Services 13 Learning from Leisure Reading: A Study of Public Library Patrons
- Catherine Sheldrick
Catherine Sheldrick Ross, " Finding without Seeking: What Readers Say about the Role of
Pleasure Reading as a Source of Information, " Australasian Public Libraries and Information Services
13, no. 2 (June 2000): 72–80; Jessica Moyer, " Learning from Leisure Reading: A Study of Public
Library Patrons, " Reference and Users Services Quarterly 46, no. 4 (2007): 66–79; Richard Gerrig,
Experiencing Narrative Worlds: On the Psychology of Reading for Pleasure (Boulder, Colo.: Westview,
1998
Staying Awake: Notes on the Alleged Decline of Reading
- Ursula K Leguin
Ursula K. LeGuin, "Staying Awake: Notes on the Alleged Decline of Reading," Harpers
(Feb. 28, 2008), 33-38.
To Read or Not to Read: A Question of National Consequence National Endowment for the Arts The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don't Trust Anyone Under 30)
- D C Washington
National Endowment for the Arts, To Read or Not to Read: A Question of National Consequence
(Washington, D.C.: National Endowment for the Arts, 2007), available online at http://arts.endow.
gov/research/ToRead.pdf [Accessed 20 July, 2011]; Mark Bauerlein, The Dumbest Generation: How
the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don't Trust Anyone Under
30) (New York: Penguin, 2008).
Reading at Risk: A Survey of Literary Reading in America
- D C Washington
National Endowment for the Arts, Reading at Risk: A Survey of Literary Reading in America
(Washington, D.C.: National Endowment for the Arts, 2004). Available online at http://www.nea.
gov/pub/readingatrisk.pdf [Accessed 20 July, 2011].
Pleasure Reading by College Students: Fact or Fiction? " (paper presented at the Annual Meeting of the Mid-South Educational Research Association
- Charlene Blackwood
Charlene Blackwood et al., " Pleasure Reading by College Students: Fact or Fiction? " (paper
presented at the Annual Meeting of the Mid-South Educational Research Association, Lexington,
Ky., Nov. 13–15, 1991, ERIC ED344191).
Available online at http://gustavus
- Andrew Twiton
Andrew Twiton, Common Reading Programs in Higher Education (Jan. 2007). Available online
at http://gustavus.edu/academics/library/Pubs/Lindell2007.html. [Accessed 20 July, 2011].
24. Barbara Fister, One Book, One College: Common Reading Programs. Available online at http://
Reading, Risk, and Reality: College Students and Reading for Pleasure 495
Porch Reads: Encouraging Recreational Reading Among College Students
- Heidi Gauder
- Joan Giglierano
- Christine H Schramm
Heidi Gauder, Joan Giglierano, and Christine H. Schramm, "Porch Reads: Encouraging
Recreational Reading Among College Students," College & Undergraduate Libraries 14, no. 2 (June
2007): 1-24.
Is Google Making Us Stupid? What the Internet is Doing to Our Brains
- Nicholas Carr
Nicholas Carr, "Is Google Making Us Stupid? What the Internet is Doing to Our Brains,"
Atlantic Monthly (July/Aug. 2008), 56-83. Available online at www.theatlantic.com/magazine/
archive/2008/07/is-google-making-us-stupid/6868/. [Accessed 20 July, 2011].
Is there anything you'd like to add about college students and recreational reading? Notes 1. National Endowment for the Arts, Reading at Risk: A Survey of Literary Reading in America
Is there anything you'd like to add about college students and recreational reading?
Notes
1. National Endowment for the Arts, Reading at Risk: A Survey of Literary Reading in America
(Washington, D.C.: National Endowment for the Arts, 2004). Available online at http://www.nea.
gov/pub/readingatrisk.pdf [Accessed 20 July, 2011].
To Read or Not to Read: A Question of National Consequence
National Endowment for the Arts, To Read or Not to Read: A Question of National Consequence
(Washington, D.C.: National Endowment for the Arts, 2007), available online at http://arts.endow.
gov/research/ToRead.pdf [Accessed 20 July, 2011];
The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don't Trust Anyone Under 30
- Mark Bauerlein
Mark Bauerlein, The Dumbest Generation: How
the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don't Trust Anyone Under
30) (New York: Penguin, 2008).
Pleasure Reading by College Students: Fact or Fiction?
- Charlene Blackwood
Charlene Blackwood et al., "Pleasure Reading by College Students: Fact or Fiction?" (paper
presented at the Annual Meeting of the Mid-South Educational Research Association, Lexington,
Ky., Nov. 13-15, 1991, ERIC ED344191).
Common Reading Programs in Higher Education
- Andrew Twiton
Andrew Twiton, Common Reading Programs in Higher Education (Jan. 2007). Available online
at http://gustavus.edu/academics/library/Pubs/Lindell2007.html. [Accessed 20 July, 2011].
One College: Common Reading Programs
- Barbara Fister
- One Book
Barbara Fister, One Book, One College: Common Reading Programs. Available online at http://
homepages.gac.edu/~fister/onebook.html. [Accessed 20 July, 2011].
The Great Good Place: Cafes, Coffee Shops, Community Centers, Beauty Parlors
- Ray Oldenburg
Ray Oldenburg, The Great Good Place: Cafes, Coffee Shops, Community Centers, Beauty Parlors,
General Stores, Bars, Hangouts, and How They Get You Through the Day (New York: Paragon House,
1989).
For more information about the study, see the Center of Inquiry in the Liberal Arts, Wabash National Study of Liberal Arts Education. Available online at www.liberalarts.wabash.edu/studyoverview
- Mardi Mahaffy
Mardi Mahaffy, "In Support of Reading: Reading Outreach Programs at Academic Libraries," Public Services Quarterly 5, no. 3 (July 2009): 163-73.
36. For more information about the study, see the Center of Inquiry in the Liberal Arts, Wabash
National Study of Liberal Arts Education. Available online at www.liberalarts.wabash.edu/studyoverview/. [Accessed 20 July, 2011].
Tepper's "Fiction Reading in America: Explaining the Gender Gap
Tepper's "Fiction Reading in America: Explaining the Gender Gap," Poetics 27, no. 4 (May 2000):
255-75.