应用类文献在图书馆的深阅读实践——以《非暴力沟通》的阅读推广为例
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摘要
人类学习受到内外两类条件的影响,当刺激输入的外部条件仅为阅读时,各异的内部因素以及不同的感知偏好将影响其对应用类文献的深阅读效果。根据相关成人学习理论,在应用类文献的阅读推广工作中,图书馆应树立以读者为中心的阅读理念,选择适合的活动促动者,营造交互式场域和应用促动技术,帮助读者实现从读书到用书的转化。广西壮族自治区图书馆开展的"《非暴力沟通》系统训练营"为此类文献的深阅读实践提供了案例参考,并通过活动实现图书馆员的个人成长,让读者和馆员都成为阅读推广活动的受益者。
Human learning is influenced by internal and external conditions. When the external condition of stimulus input is only reading, different internal factors and perceptual preferences will affect the deep reading effects of practical literature.Therefore, according to adult learning theory, libraries should establish reader-centered reading concept, select the appropriate activity promoter, build the interactive field, apply the promotion technology, and help readers to realize the transformation from reading to using books. The Non-violent Communication Training Camp, carried out by Guangxi Library, provides case reference for the deep reading practice of practical literature, helps librarians getting advanced, and makes both readers and librarians getting benefits from reading promotion activities.
Human learning is influenced by internal and external conditions. When the external condition of stimulus input is only reading, different internal factors and perceptual preferences will affect the deep reading effects of practical literature.Therefore, according to adult learning theory, libraries should establish reader-centered reading concept, select the appropriate activity promoter, build the interactive field, apply the promotion technology, and help readers to realize the transformation from reading to using books. The Non-violent Communication Training Camp, carried out by Guangxi Library, provides case reference for the deep reading practice of practical literature, helps librarians getting advanced, and makes both readers and librarians getting benefits from reading promotion activities.
引文
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[13]方军.知识付费:互联网知识经济的兴起[J].互联网经济,2017(5):72-77.
[2]李桂华.深阅读:概念构建与路径探索[J].中国图书馆学报,2017,43(6):50-62.
[3](美)R·M·加涅.学习的条件和教学论[M].皮连生,译.上海:华东师范大学出版社,1999:16-17.
[4]R Dunn.Learning style:State of the science[J].Theory Into Practice,1984,23(1):10-19.
[5](美)莫提默·J.艾德勒,查尔斯·范多伦.如何阅读一本书[M].郝明义,朱衣,译.北京:商务印书馆,2014:211-212.
[6]赵周.这样读书就够了[M].北京:中信出版集团,2017.
[7]M S Knowles,et al.The adult learner[M].New York:Routledge,2012:3-4.
[8]刘志国,等.隐性知识:图书馆知识服务的理论基础与行为范式[J].图书馆杂志,2015(11):41-45,98.
[9]上海高校图书情报工作研究.2018阅读推广优秀案例分享交流会摘编[EB/OL].[2018-05-04].https://mp.weixin.qq.com/s/Pn6Gj UO1s YF8I0JOlo ZKug.
[10]吴建中.走向第三代图书馆[J].图书馆杂志,2016(6):4-9.
[11]古典.跃迁[M].北京:中信出版集团,2017:141-142.
[12]段泓冰.赢在行动学习[M].北京:北京联合出版公司,2015:105-119.
[13]方军.知识付费:互联网知识经济的兴起[J].互联网经济,2017(5):72-77.