"重点读者"模式:服务职能转变的一种新尝试   总被引：8，自引：0，他引：8  

梁志菊 《大学图书馆学报》2007,25(1):103-105

图书馆采取保证重点、兼顾一般、区别服务的政策,做好重点读者服务工作,是一个行之有效的方法。从确定读者的主体地位着手,变单向的被动服务为双向交流的主动参与服务,是服务职能转变的一种新尝试。  相似文献   

高校图书馆的图书污损现象及对策   总被引：5，自引：0，他引：5  

李洁 《河南图书馆学刊》2007,27(1):62-64

分析了当前高校图书馆书刊污损的类型和原因,并提出了解决污损图书现象的措施和对策.  相似文献   

山东大学图书馆阅报室专项调查报告   总被引：1，自引：0，他引：1  

黄燕 《四川图书馆学报》2004,(5):61-64

汇总《山东大学图书馆阅报室读者问卷》的数据并加以分析,从中可以看出读者对于高校图书馆报纸资源的使用状况,以及图书馆管理中存在的问题。  相似文献   

论图书馆工作应以读者为本   总被引：17，自引：1，他引：16  

郭大仁 《四川图书馆学报》2003,(1):39-41

读者的要求是图书馆发展的动力,随着现代文明的不断发展,“以读者为本”的办馆思想,将逐步融于图书馆的各项工作之中,成为引领21世纪图书馆发展的新理念。  相似文献   

美国五所大学图书馆残疾读者服务介绍与思考     

韩宇 《四川图书馆学报》2007,(2):68-71

通过网络调查了美国五所大学图书馆残疾读者服务的内容,总结其特点,并据此提出了几点建议,作为提高我国大学图书馆残疾读者服务水平的参考。  相似文献   

“Ah,I know why…”: children developing understandings through engaging with a picture book          下载免费PDF全文

Christine Braid  Brian Finch 《Literacy》2015,49(3):115-122

This article describes part of a study that explored the responses of nine‐ and ten‐year‐old children during a picturebook read aloud in a small group setting in a New Zealand classroom. The read aloud was interactive, where the participants were encouraged to respond to the book and to each other throughout the session. The authors created a framework for analysing the responses, adapting the model of Lawrence Sipe (2008) with its five categories of literary understanding, by expanding on the analytical category to enable a finer analysis of the responses. This article discusses the children's depth of thinking and the understandings they developed as they engaged with the read aloud. It also describes how the adapted framework allowed a closer analysis of these understandings, including the way the elements of art used in the illustrations contributed to the children's ideas. The findings suggest ways picturebooks can be used to promote children's thinking and how teachers can guide discussion about a complex text. Implications for use of the framework in further research are discussed.  相似文献   

Using game‐based learning to support struggling readers at home     

Wayne Holmes 《Learning, Media and Technology》2011,36(1):5-19

Significant numbers of children (6% of 11‐year‐olds) have difficulties learning to read. Meanwhile, children who receive appropriate support from their parents do better in literacy than those who do not. This study uses a case study approach to investigate how digital games designed to support struggling readers in school were used at home, by the parents of six children to support their children’s literacy. Mostly, the children enjoyed playing the games and believe that it helped improve their reading. The parents all valued the opportunity to participate in their child’s learning and believe that the games’ approach to learning is effective. The study considers key influences on the successful use of games to support struggling readers (repetition, feedback, motivation, self‐efficacy, parental beliefs) and raises questions, further consideration of which might usefully inform the future development of effective game‐based learning.  相似文献   

Exploring moderational and mediational relations among word reading,vocabulary, sentence processing and comprehension for struggling adult readers     

Daniel P. Feller  Amani Talwar  Daphne Greenberg  Ryan D. Kopatich  Joseph P. Magliano 《Journal of Research in Reading》2023,46(3):312-331

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The effects of Success for All in the Netherlands on the reading achievement of first-grade students at risk of reading problems     

《Studies in Educational Evaluation》2023

This article reports outcomes of a quasi-experimental evaluation of Success for All (SfA), a comprehensive school reform program that has recently been introduced in the Netherlands. The Response to Intervention framework is used to describe how SfA supports students at different Tiers. The effects of SfA on five reading subskills were investigated for first-grade students at risk of reading problems. 299 students from two different cohorts were involved. Multilevel analyses demonstrated a significant effect of SfA on reading comprehension (ES = +0.26) in the first cohort. For the second cohort and the other reading subskills, mostly small positive effects of SfA were found, though these effects were not statistically significant. Furthermore, the relationship between tutoring intensity and reading achievement was examined. In the second cohort, a significant negative association of tutoring intensity with word and text reading skills was found. Implementation issues that may have impacted the outcomes are discussed.  相似文献   

2005～2010年公共图书馆农民工服务研究综述     

樊浩 《江西图书馆学刊》2011,41(6):59-62

为农民工等弱势群体服务将是今后公共图书馆工作重点之一。通过对论文调查所得样本进行统计分析,描述了我国公共图书馆农民工服务的研究现状及主要研究内容。  相似文献