Porch Reads

Gauder, Heidi; Giglierano, Joan; Schramm, Christine H.

doi:10.1300/j106v14n02_01

Cited by 18 publications

(3 citation statements)

References 3 publications

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“…The exposure to a diverse array of literary genres reinforces students' reading competencies and fosters their aesthetic sensibilities, particularly concerning literary discourse, while also fostering the development of social and analytical skills in literature and written communication in general (Martin-Chang et al, 2021;Smith & Galbraith, 2011). Simultaneously, students develop the skills to distinguish intellectual and artistic works that accurately represent the beliefs and cultural influences of their time periods, thus enhancing their historical consciousness and providing experiential insight into the sociopolitical and aesthetic dimensions of cultural history (Gauder et al, 2007).…”

Section: Theoretical Frameworkmentioning

confidence: 98%

Enhancing Reading Skills in an Academic Library: A Case Study of a Reading Groups

2024

FeD

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The paper investigated how Reading Groups in Academic Libraries can contribute to increasing library users' interaction with literature and improving language skills. A case study was conducted with the inclusion of creative writing exercises in a reading group. This initiative took place during the winter semester of the 2022-2023 academic year and involved Library Science students at a Greek University. The focus of the reading community was Franz Kafka's The Metamorphosis, targeting 12 students who had completed the Literature course of the 5th semester and volunteered to participate. The meetings were conducted within the Academic Library environment, aiming to familiarise participants with significant works of World Literature. Educational methodologies were employed based on reader-response theories, particularly Rosenblatt's Transactional Model, to underscore the creative engagement inherent in contemporary readers' interpretation of literary texts. After the conclusion of the program, students were asked to share their thoughts and experiences through open-ended questionnaires. The purpose was to evaluate how participation in reading groups at the library helped improve their language and reading skills, as well as sparked a deeper interest in exploring classic literature further. It was found that the reading group in Academic Libraries played a significant role in cultivating reading and language skills to students, as well as changing their attitudes towards literature. This paper filled a notable gap in the literature, particularly within the Greek context, regarding the role of reading groups in Academic Libraries as a means of bolstering students' reading capabilities.

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Section: Theoretical Frameworkmentioning

confidence: 98%

Enhancing Reading Skills in an Academic Library: A Case Study of a Reading Groups

2024

FeD

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“…A su vez, también se identifican investigaciones en las que se citan otros estudios que han demostrado cómo la lectura recreativa contribuye a que las personas tengan mayores habilidades comunicativas, de comprensión de textos y adquisición de vocabulario (Rathe y Blankenship, 2006;Gauder et al, 2007). También se evidencia que fomenta el pensamiento crítico (Dewan, 2013;Brookbank et al, 2018), creativo, imaginativo y lúdico (Ramírez, 2015), y el apoyo a la adquisición de una segunda lengua (Bordonaro, 2011).…”

Section: Beneficios Y Evaluación De Los Programasunclassified

Promoción de la lectura recreativa y misión de las bibliotecas académicas

Camargo-Rojas

2024

Ocnos

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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.

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“…Despite the heartening proliferation of promotional reading programs in academic libraries, many studies reported only their limited success and sustainability ( Gauder et al, 2007 ; Bosman et al, 2008 ; Fajardo, 2010 ; Chesnut, 2011 ; Mackay and Tarulli, 2015 ; Dali and McNiff, 2020 ). We view the lack of a differentiated approach to promote reading and the low level of reader engagement in activities as one of the reasons for the limited success and short lifespan of reading initiatives.…”

Section: Introductionmentioning

confidence: 99%

Multisensory reading promotion in academic libraries

Jiang²,

Wu³

et al. 2023

Front. Psychol.

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To confront college students’ new reading patterns and the continuous decline in academic library borrowing rates, we conducted empirical research on promoting multisensory reading as a way to attract students’ attention, and to stimulate interest in, and promote the practice of, reading through a library program called “Reading Today Listening Everyday” (RTLE) on a library’s WeChat public account. The program involved 48 librarians and 105 students who were recruited into different groups to co-create, edit and release multisensory tweets every workday. Multisensory contents including text-based content, audio-based content and emotional resonance were presented to evoke readers’ visual, audio, and emotional senses to induce more reading practice. Using the Context, Input, Process and Product (CIPP) evaluation method, the multisensory presentation in RTLE program was proven to be effective in promoting library reading with a high number of tweeted page views and an increased borrowing rate for recommended books. In 2020, 269 issues accompanied by 269 audio frequencies garnered 80,268 page views, depending on the caliber of the reading promoter out of the 48 librarians and 52 student anchors behind it. The 484 RTLE-recommended books were borrowed 113 times in 2020, which was a rate 1.46 times higher than in 2019 (77 times). The analysis of the relationship between tweet views and borrowing rates for recommended books indicates that more page views indicate greater reader interest, leading to increased borrowing. From readers’ feedback and comments, the gain afforded by multisensory reading can improve higher-level reading trends such as the number of reading interests, enjoyment, engagement, etc.

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Porch Reads

Cited by 18 publications

References 3 publications

Enhancing Reading Skills in an Academic Library: A Case Study of a Reading Groups

Enhancing Reading Skills in an Academic Library: A Case Study of a Reading Groups

Promoción de la lectura recreativa y misión de las bibliotecas académicas

Multisensory reading promotion in academic libraries

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