再论高校图书馆电子阅览室现况与变革     

王彪 《晋图学刊》2010,(1):23-25

高校图书馆电子阅览室经过10多年的发展,从曾经被挤破门槛变成了如今的门庭冷落,甚至有的已经彻底沦为“校园网吧”,严重偏离了电子阅览室的定位。针对该情况,笔者分析了造成这种现象的主要原因,并在此基础上提出了一系列的变革措施以寻求电子阅览室的可持续发展。  相似文献   

20年间中美大学生阅读热点之比较     

张岚 《新世纪图书馆》2010,(2):95-97,20

论文结合调查数据对中美两国大学生20余年来的阅读热点进行了比较分析,概述了两国大学生阅读热点的共性,简要论述了数字技术和网络对阅读的变革,并再次明确了图书馆的使命。  相似文献   

电子阅览室读者上网行为调查与分析   总被引：2，自引：0，他引：2  

褚晓东 《大学图书情报学刊》2010,28(3):79-82

根据抽样数据统计,对图书馆电子阅览室读者上网行为进行了分析,通过采取区分服务,整合资源,人性化的发展方式提高电子阅览室的服务质量。  相似文献   

图书馆阅读推广活动方式的产生机理分析     

姚显霞 《图书情报工作》2015,59(20):18-22

[目的/意义]从探讨阅读推广活动的实践与理论的现状出发,指出分析阅读推广活动方式的产生机理的必要性。[方法/过程]从分析阅读推广活动产生过程强调需要注意的因素,提出影响阅读推广活动产生方式的3种属性:读者的阅读属性、图书的阅读属性、阅读推广的属性。3种属性相互作用,相互影响。[结果/结论]细化这3种属性,给出其要素、数值,推导出阅读推广活动基本方式、扩展方式和综合方式及其可能存在的数量。  相似文献   

读者阅读习惯的变化与高职图书馆信息资源建设的思考     

卢十平  柳较乾  王小华 《十堰职业技术学院学报》2013,26(1):94-96

从网络环境和工学结合对资源建设的需求出发,分析了读者阅读习惯的改变,提出了围绕高职院校办学方向和人才培养模式,利用网络环境和电子文献的优势,以人才综合素质教育文献为先导,以技能资格文献为支撑,采取两种类型文献协调发展的原则,合理分配经费比例,突出重点专业学科文献,积极参与共建共享,开发特色资源数据库,建立符合本校特色,适应人才培养目标的资源保障与服务体系的思路。  相似文献   

高职院校图书馆阅读推广存在问题与推广措施     

王小华  柳较乾  鲁春发 《十堰职业技术学院学报》2013,26(1):90-93

从高等教育大众化角度阐述了阅读推广在当代社会的意义与作用,分析了高职教育阅读推广存在问题,从举办读书节、专题讲座,手机图书馆与网络资源利用、资源报道与服务体系等探讨了高职图书馆阅读推广的途径,并从树立大众化服务理念、危机意识、优化队伍结构、建立专门阅读推广与资源的宣传与利用组织,并赋予一定目标任务等,建立阅读推广的长久保障机制,以发挥图书馆在育人方面的作用探讨了阅读推广的措施。  相似文献   

幼儿早期阅读个案研究     

冯侠 《陕西教育学院学报》2013,(2):104-106

3⁸岁是培养幼儿早期阅读的关键时期,而良好的阅读习惯会对幼儿的终生发展奠定坚实的基础。研究发现,睡前故事作为一种简便易行的幼儿早期阅读方式,有助于提高幼儿的理解力、表达力和记忆力。创设好的阅读环境,选择故事性强的图文并茂的读物,对开发幼儿智力、培养其良好品质有积极的促进作用。  相似文献   

New academics’ perceptions of the language of teaching and learning: identifying and overcoming linguistic barriers     

David A. Green 《International Journal for Academic Development》2013,18(1):33-45

Seventy‐seven new academics – 59 at a large, public university in the UK and 18 at a medium‐sized, private comprehensive university in the USA – were asked to read an extract of an article on the scholarship of teaching and learning (SoTL) and mark the text according to categories of difficulty or dislike. Analysis of the data revealed six main linguistic barriers in the text: specialist vocabulary, passive constructions, pronouns, figurative language, derivations and poor editorial standards. These barriers were similar at both institutions, suggesting they apply across different contexts. Contrary to expectations, no conclusive disciplinary‐based distinctions were detected. Implications for both readers and writers are explored and proposals are made for developing a literary style in SoTL literature that is simultaneously accessible and credible.

Soixante‐dix‐sept nouveaux enseignants – cinquante‐neuf provenant d’une université publique britannique de grande taille et dix‐huit provenant d’une université privée américaine de taille moyenne – ont lu l’extrait d’un article portant sur le scholarship of teaching and learning (SoTL) et ont identifié les parties qu’ils jugeaient difficiles ou qu’ils n’appréciaient pas. Une analyse des données révèle la présence de six barrières linguistiques principales dans le texte: le vocabulaire spécialisé, les constructions passives, les pronoms, le langage figuratif, les dérivations et des standards de rédaction de piètre qualité. Ces barrières étaient similaires dans le cas des deux institutions, ce qui suggère qu’elles sont applicables dans des contextes différents. Contrairement aux attentes, aucune distinction reposant sur les disciplines permettant de tirer des conclusions n’a pu être détectée. Les implications pour les lecteurs et les rédacteurs sont explorées et des propositions visant à développer un style littéraire pour la documentation portant sur le SoTL qui soit à la fois accessible et crédible sont formulées.  相似文献   

A Bourdieusian approach to academic reading: reflections on a South African teaching experience     

Lloyd Hill  Analía Inés Meo 《Teaching in Higher Education》2013,18(8):845-856

As in many other parts of the world, ‘academic literacy’ has emerged as both a concern and a contested concept in South African universities. In this article we focus specifically on academic reading, which we argue is a relatively underemphasized aspect of academic literacy. This article is the product of reflections on academic reading during and subsequent to the development and presentation of a postgraduate module presented at Stellenbosch University. It briefly explores the literature on academic literacy; develops the Bourdieusian perspective on academic reading that we used to develop the module; and concludes with a discussion of the module. Our intention was to make ‘reading as social practice’ more visible to students. Bourdieu's concepts of ‘competence’, ‘habitus’ and ‘field’ set the scene for a discussion of the role of reading in different disciples and more generally within the social sciences and humanities.  相似文献   

The lived experiences of orphaned learners in South Africa: implications for the provision of quality education     

Kholofelo Charlotte Motha  George Frempong 《International Journal of Inclusive Education》2013,17(7):686-697

Learners living in impoverished communities and subjected to the kind of disadvantage in operation in their home environment are at risk of receiving education of an inferior quality. The situation is worse for orphans, especially those residing in poor communities in that they bring to school peculiar attributes which poses challenges for the South African government in its endeavour to provide quality education for all. This paper presents constructed narratives of four primary-school learners living in a poor community in South Africa. The narratives are presented from the perspectives of the learners themselves, teachers and caregivers. These narratives reveal that following the death of parents, orphaned learners experience emotional changes, increased responsibilities, safety concerns as well as absence of learning support in the case of sibling-headed households. We argue that the challenges they experience in their home environment impact negatively on learning at school. We, therefore, propose that the extended family and the community serve as resources in providing needed support for promoting positive educational experiences to these learners.  相似文献