转向:全媒体时代青少年复合阅读图景
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摘要
进入全媒体时代,媒体融合打通了各类场景,使得时空交叠,阅读载体、阅读渠道、阅读情境均在复合维度充分延展。复合阅读是全媒体时代背景下,个体通过选择、阅览、评价、分享等多种活动,从书面语言和其他书面符号中获得包括知识、审美、道德观念等在内的复合价值的一种社会行为,媒介复合、行为复合、价值复合是其基本特征。本研究围绕阅读前、阅读中、阅读后三阶段阅读行为对3 954位青少年展开问卷调查,发现复合阅读已成为当前青少年的主流阅读行为,从传统阅读到复合阅读的转向已成事实;通过聚类分析将青少年分为四个复合阅读程度不同的种群,并识别了四个种群的阅读模式;通过对青少年种群和阅读态度的相关性分析发现,复合阅读型青少年的阅读态度比传统阅读型青少年的阅读态度更显著积极。最后提出应重视阅读行为转向所带来的阅读情境改变,构建融合式阅读环境;细分阅读群体进行针对性阅读推广设计,以弥合阅读鸿沟;科学介入青少年阅读行为的转变过程,以引导他们积极健康的阅读行为。
With the advent of Omnimedia Era, media integration has opened up various scenes, making time and space overlap. Furthermore, reading carriers, reading channels, and reading situations all have fully extended in the compositedimension. Under these conditions, hybrid reading comes into being. Hybrid reading is a social behavior in which the individual obtains complex values including knowledge, aesthetics, moral concepts, etc. from written language and other written symbols through various activities such as selection, reading, evaluation, and sharing in the context of the Omnimedia Era with the basic characteristics as media complex, behavioral compounding and value compounding. Exploring the status of hybrid reading behavior in Omnimedia Era is conducive to catching up the changing trend of reading behavior and scientifically intervening in reading activities.This study focuses on the three phases of reading as the pre-reading,reading,and post-reading among3,953 adolescents aging from 11 years old to 25 years old. Statistical analysis finds that hybrid reading hasbecome the mainstream reading behavior of adolescents,and the shift from traditional reading to hybrid reading has become a fact. In this study,adolescents are divided into four groups with different levels of reading by cluster analysis: traditional readers,passive composite readers,standard composite readers and high-integrated composite readers, who share different reading patterns. Traditional readers only pay attention to paper books without decision-making before reading as well as enough activeness in the phase of extended reading behavior after reading. While passive composite readers have low acceptance of digital reading and weak interaction with the environment before reading. However,after reading,they will perform rich offline social behavior. Standard composite readers have complete reading process without obvious preference for paper books or e-books,yet their social tendency and social behaviors are not very rich. By contrast,high participation in composite readers enjoy a more complete reading pattern,and their interaction between each stage and the environment is very sufficient. More than one-fifth of young people have become high-interactive composite readers. The study also analyzes the relationship between reading attitudes which feature as reading interest,reading frequency,reading time,finding that reading attitudes of hybrid reading adolescents are more positive than those of traditional reading adolescents.Based on this,this study believes that reading researchers and practitioners should face the new deep reading method of hybrid reading to build a fusion reading environment based on composite dimensions for readers. Furthermore,the division also means the existence of the "reading gap"in the new era,the practice of reading promotion activities should divide the reading group and refine the design of activities to meet the reading needs of different levels and bridge the reading gap.The existing researches is more about the reading behavior as an independent research object,especially the online reading and offline reading. This study takes"hybrid reading"as the object to develop the whole process of the new reading behavior. Furthermore,this study combines its behavioral pattern,which has certain reference significance for reading research and reading promotion activities. However,due to the research conditions,this study doesn't achieve random sampling. Additionally,it's also a temporary study of present condition. Future research can focus on the reader's transition from traditional reading to hybrid reading,the flow mechanism of resources in the hybrid reading process and so on.
With the advent of Omnimedia Era, media integration has opened up various scenes, making time and space overlap. Furthermore, reading carriers, reading channels, and reading situations all have fully extended in the compositedimension. Under these conditions, hybrid reading comes into being. Hybrid reading is a social behavior in which the individual obtains complex values including knowledge, aesthetics, moral concepts, etc. from written language and other written symbols through various activities such as selection, reading, evaluation, and sharing in the context of the Omnimedia Era with the basic characteristics as media complex, behavioral compounding and value compounding. Exploring the status of hybrid reading behavior in Omnimedia Era is conducive to catching up the changing trend of reading behavior and scientifically intervening in reading activities.This study focuses on the three phases of reading as the pre-reading,reading,and post-reading among3,953 adolescents aging from 11 years old to 25 years old. Statistical analysis finds that hybrid reading hasbecome the mainstream reading behavior of adolescents,and the shift from traditional reading to hybrid reading has become a fact. In this study,adolescents are divided into four groups with different levels of reading by cluster analysis: traditional readers,passive composite readers,standard composite readers and high-integrated composite readers, who share different reading patterns. Traditional readers only pay attention to paper books without decision-making before reading as well as enough activeness in the phase of extended reading behavior after reading. While passive composite readers have low acceptance of digital reading and weak interaction with the environment before reading. However,after reading,they will perform rich offline social behavior. Standard composite readers have complete reading process without obvious preference for paper books or e-books,yet their social tendency and social behaviors are not very rich. By contrast,high participation in composite readers enjoy a more complete reading pattern,and their interaction between each stage and the environment is very sufficient. More than one-fifth of young people have become high-interactive composite readers. The study also analyzes the relationship between reading attitudes which feature as reading interest,reading frequency,reading time,finding that reading attitudes of hybrid reading adolescents are more positive than those of traditional reading adolescents.Based on this,this study believes that reading researchers and practitioners should face the new deep reading method of hybrid reading to build a fusion reading environment based on composite dimensions for readers. Furthermore,the division also means the existence of the "reading gap"in the new era,the practice of reading promotion activities should divide the reading group and refine the design of activities to meet the reading needs of different levels and bridge the reading gap.The existing researches is more about the reading behavior as an independent research object,especially the online reading and offline reading. This study takes"hybrid reading"as the object to develop the whole process of the new reading behavior. Furthermore,this study combines its behavioral pattern,which has certain reference significance for reading research and reading promotion activities. However,due to the research conditions,this study doesn't achieve random sampling. Additionally,it's also a temporary study of present condition. Future research can focus on the reader's transition from traditional reading to hybrid reading,the flow mechanism of resources in the hybrid reading process and so on.
引文
[1] 胡正荣.移动互联时代传统媒体的融合战略[J].传媒评论,2015(4):47-50.(Hu Zhengrong. The fusion strategy of traditional media in the age of mobile interconnection[J].Practical Journalism,2015(4):47-50.)
[2] 喻国明,马慧.互联网时代的新权力范式:“关系赋权”——“连接一切”场景下的社会关系的重组与权力格局的变迁[J].国际新闻界,2016,38(10):6-27.(Yu Guoming,Ma Hui. New power paradigm in digital era: empowerment based on relation network in social media—social relation reorganization and power pattern dynamics[J].Journal of International Communication,2016,38(10):6-27.)
[3] 彭兰.场景:移动时代媒体的新要素[J].新闻记者,2015(3):20-27.(Peng Lan. Scene: new elements of media in the mobile era[J].Journalism Review,2015(3):20-27.)
[4] Garrison D R, Kanuka H. Blended learning: uncovering its transformative potential in higher education[J]. Internet and Higher Education, 2004,7(2):95-105.
[5] Heinrichs F, Schreiber D, Schoning J, et al. The hybrid shopping list: bridging the gap between physical and digital shopping lists[C]//Human computer interaction with mobile devices and services, 2011: 251-254.
[6] 刘光牛.中国传媒全媒体发展研究报告[J].科技传播,2010(4):81-87.(Liu Guangniu. Research report on the development of Chinese media all media[J].Public Communication of Science & Technology,2010(4):81-87.)
[7] 袁昱明.复合阅读交流本体论:图书馆学重建的基础[J].大学图书馆学报,2014,32(2):5-12.(Yuan Yuming. Composite reading intercourse ontology: reconstruction of Library Science under the background of the human thought collapse[J].Journal of Academic Libraries,2014,32(2):5-12.)
[8] Ulla Johnsson-S,Annelis J. Book reading in leisure time:long-term changes in young people book reading habits[J].Scandinavian Journal of Educational Research, 2006,50(5):510-540.
[9] Dillon A.Reading from paper versus screens—a critical-review of the empirical literature[J].Ergonomics,1992,35(10):1297-1326.
[10] Liu Z. Reading behavior in the digital environment[J].Journal of Documentation,2013,61(6):700-712.
[11] Eden S,Eshet-Alkalai Y.The effect of format on performance: editing text in print versus digital formats[J].British Journal of Educational Technology,2013,44(5):846-856.
[12] Peters T. The future of reading[J].Library Journal,2009,134(18):18-22.
[13] Wolf M, Barzillai M. The importance of deep reading[J].Educational Leadership,2009,66(6):32-37.
[14] Shabani A, Naderikharaji F, Abedi M. Reading behavior in digital environments among higher education students: analysis of demographic factors in Iran[J].Library Review,2011,60(8):654-57.
[15] 王余光,汪琴. 世纪之交读者阅读习惯的变化[J].图书情报知识,2005(4):5-8.(Wang Yuguang,Wang Qin.The change of the reading habit at the begining of the 21st century[J].Document,Information & Knowledge,2005(4):5-8.)
[16] 刘德寰,郑雪,崔凯,等. 数字化时代对国民阅读影响的文献综述[J].广告大观(理论版),2009(2):51-57.(Liu Dehuan,Zheng Xue,Cui Kai,et al. Study of the influence that the digital age has exerted on national reading[J].Journal of Advertising Study,2009(2):51-57.)
[17] 王佑镁. 跨媒体阅读:整合O2O与MOOCs的泛在阅读新趋势[J].中国电化教育,2015(1):22-28.(Wang Youmei. Cross-media reading: the new trend of ubiquitous reading integrated O2O and MOOCs[J].China Educational Technology,2015(1):22-28.)
[18] 沃.伊瑟尔.阅读行为[M].金惠敏,等,译.长沙:湖南文艺出版社, 1991: 135.(Iser W. Reading behavior[M].Jin Huimin, et al, trans. Changsha: Hunan Literature and Art Publishing House,1991:135.)
[19] Balling G. Literary aesthetic experience:reading, reading experience, and reading studies:a discussion of theoretical and methodological approaches[D].Kobenhavn:Danmarks,2009.
[20] Tashakkori A,Teddlie C. Mixed methodology: combining qualitative and quantitative approaches[M]. Thousand Oaks: Sage,1998.
[21] 张文新.青少年发展心理学[M].济南:山东人民出版社,2008:5-6.(Zhang Wenxin.Psychology of adolescent development[M].Jinan:Shandong People's Publishing House,2008:5-6.)
[22] 胡塞尔. 内在时间意识现象学[M]. 北京:华夏出版社, 2000:52.(Husserl E.Phenomenology of internal time consciousness[M].Beijing:Huaxia Publishing House,2000:52.)
[23] Alexander J E, Filler R C. Attitudes and reading[M].Newark, DE: International Reading Association,1976:73.
[24] McKenna M C,Kear D J,Ellsworth R A. Children's attitudes toward reading: anational survey[J]. Reading Research Quarterly,1995,30(4):934-956.
[25] Coiro J, Dobler E. Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet[J]. Reading Research Quarterly, 2007, 42(2):214-257.
[26] Kidwai K. A design-based research investigation of a web-based learning environment designed to support the reading process[D].University Park: The Pennsylvania State University, 2009.
[27] Summers E G. Instruments for assessing reading attitudes: a review of research and bibliography[J]. Journal of Literacy Research, 1977, 9(2):137-165.
[28] Ase K T. A joker in the class: teenage readers' attitudes and preferences to reading on different devices[J]. Library & Information Science Research, 2014, 36(3/4):179-184.
[29] Sarah L. Gender differences in reading ability and attitudes: examining where these differences lie[J]. Journal of Research in Reading, 2009, 32(2): 199-214.
[30] National Endowment for the Arts. Reading at risk: a survey of literacy reading in America[EB/OL]. [2017-08-17].https://www.arts.gov/publications/reading-risk-survey-literary-reading-america-0.
[31] 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.(Li Guihua. Deep reading: concept construct and path finding[J]. Journal of Library Science in China,2017, 43(6): 50-62.)
[32] 李凡捷, 李桂华. “深阅读”之争议与再思考[J].国家图书馆学刊, 2017,26(6):16-25.(Li Fanjie,Li Guihua. Deep reading: controversy and reconsideration[J].Journal of The National Library of China,2017,26(6):16-25.)
[2] 喻国明,马慧.互联网时代的新权力范式:“关系赋权”——“连接一切”场景下的社会关系的重组与权力格局的变迁[J].国际新闻界,2016,38(10):6-27.(Yu Guoming,Ma Hui. New power paradigm in digital era: empowerment based on relation network in social media—social relation reorganization and power pattern dynamics[J].Journal of International Communication,2016,38(10):6-27.)
[3] 彭兰.场景:移动时代媒体的新要素[J].新闻记者,2015(3):20-27.(Peng Lan. Scene: new elements of media in the mobile era[J].Journalism Review,2015(3):20-27.)
[4] Garrison D R, Kanuka H. Blended learning: uncovering its transformative potential in higher education[J]. Internet and Higher Education, 2004,7(2):95-105.
[5] Heinrichs F, Schreiber D, Schoning J, et al. The hybrid shopping list: bridging the gap between physical and digital shopping lists[C]//Human computer interaction with mobile devices and services, 2011: 251-254.
[6] 刘光牛.中国传媒全媒体发展研究报告[J].科技传播,2010(4):81-87.(Liu Guangniu. Research report on the development of Chinese media all media[J].Public Communication of Science & Technology,2010(4):81-87.)
[7] 袁昱明.复合阅读交流本体论:图书馆学重建的基础[J].大学图书馆学报,2014,32(2):5-12.(Yuan Yuming. Composite reading intercourse ontology: reconstruction of Library Science under the background of the human thought collapse[J].Journal of Academic Libraries,2014,32(2):5-12.)
[8] Ulla Johnsson-S,Annelis J. Book reading in leisure time:long-term changes in young people book reading habits[J].Scandinavian Journal of Educational Research, 2006,50(5):510-540.
[9] Dillon A.Reading from paper versus screens—a critical-review of the empirical literature[J].Ergonomics,1992,35(10):1297-1326.
[10] Liu Z. Reading behavior in the digital environment[J].Journal of Documentation,2013,61(6):700-712.
[11] Eden S,Eshet-Alkalai Y.The effect of format on performance: editing text in print versus digital formats[J].British Journal of Educational Technology,2013,44(5):846-856.
[12] Peters T. The future of reading[J].Library Journal,2009,134(18):18-22.
[13] Wolf M, Barzillai M. The importance of deep reading[J].Educational Leadership,2009,66(6):32-37.
[14] Shabani A, Naderikharaji F, Abedi M. Reading behavior in digital environments among higher education students: analysis of demographic factors in Iran[J].Library Review,2011,60(8):654-57.
[15] 王余光,汪琴. 世纪之交读者阅读习惯的变化[J].图书情报知识,2005(4):5-8.(Wang Yuguang,Wang Qin.The change of the reading habit at the begining of the 21st century[J].Document,Information & Knowledge,2005(4):5-8.)
[16] 刘德寰,郑雪,崔凯,等. 数字化时代对国民阅读影响的文献综述[J].广告大观(理论版),2009(2):51-57.(Liu Dehuan,Zheng Xue,Cui Kai,et al. Study of the influence that the digital age has exerted on national reading[J].Journal of Advertising Study,2009(2):51-57.)
[17] 王佑镁. 跨媒体阅读:整合O2O与MOOCs的泛在阅读新趋势[J].中国电化教育,2015(1):22-28.(Wang Youmei. Cross-media reading: the new trend of ubiquitous reading integrated O2O and MOOCs[J].China Educational Technology,2015(1):22-28.)
[18] 沃.伊瑟尔.阅读行为[M].金惠敏,等,译.长沙:湖南文艺出版社, 1991: 135.(Iser W. Reading behavior[M].Jin Huimin, et al, trans. Changsha: Hunan Literature and Art Publishing House,1991:135.)
[19] Balling G. Literary aesthetic experience:reading, reading experience, and reading studies:a discussion of theoretical and methodological approaches[D].Kobenhavn:Danmarks,2009.
[20] Tashakkori A,Teddlie C. Mixed methodology: combining qualitative and quantitative approaches[M]. Thousand Oaks: Sage,1998.
[21] 张文新.青少年发展心理学[M].济南:山东人民出版社,2008:5-6.(Zhang Wenxin.Psychology of adolescent development[M].Jinan:Shandong People's Publishing House,2008:5-6.)
[22] 胡塞尔. 内在时间意识现象学[M]. 北京:华夏出版社, 2000:52.(Husserl E.Phenomenology of internal time consciousness[M].Beijing:Huaxia Publishing House,2000:52.)
[23] Alexander J E, Filler R C. Attitudes and reading[M].Newark, DE: International Reading Association,1976:73.
[24] McKenna M C,Kear D J,Ellsworth R A. Children's attitudes toward reading: anational survey[J]. Reading Research Quarterly,1995,30(4):934-956.
[25] Coiro J, Dobler E. Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet[J]. Reading Research Quarterly, 2007, 42(2):214-257.
[26] Kidwai K. A design-based research investigation of a web-based learning environment designed to support the reading process[D].University Park: The Pennsylvania State University, 2009.
[27] Summers E G. Instruments for assessing reading attitudes: a review of research and bibliography[J]. Journal of Literacy Research, 1977, 9(2):137-165.
[28] Ase K T. A joker in the class: teenage readers' attitudes and preferences to reading on different devices[J]. Library & Information Science Research, 2014, 36(3/4):179-184.
[29] Sarah L. Gender differences in reading ability and attitudes: examining where these differences lie[J]. Journal of Research in Reading, 2009, 32(2): 199-214.
[30] National Endowment for the Arts. Reading at risk: a survey of literacy reading in America[EB/OL]. [2017-08-17].https://www.arts.gov/publications/reading-risk-survey-literary-reading-america-0.
[31] 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.(Li Guihua. Deep reading: concept construct and path finding[J]. Journal of Library Science in China,2017, 43(6): 50-62.)
[32] 李凡捷, 李桂华. “深阅读”之争议与再思考[J].国家图书馆学刊, 2017,26(6):16-25.(Li Fanjie,Li Guihua. Deep reading: controversy and reconsideration[J].Journal of The National Library of China,2017,26(6):16-25.)