The Institute for Research on Reading and Media has published three new studies on reading.<\/p>\n
Potential of E-Readers in the Promotion of Reading: Study Summary
\nWith the use of e-readers, reading becomes more appealing for children and teenagers. This is
\none of the major findings of a study conducted in 2011 by the German reading foundation
\nStiftung Lesen on the \u201ePotential of E-Readers in the Promotion of Reading\u201c. The study clearly
\nshows that the use of e-readers lowers the inhibition threshold for the first contact with books.
\nFor this experimental study, the reading behaviour of children of four classes* (grade 6) has
\nbeen examined during one year. One class has been provided with a library of printed books,
\nanother class with e-readers and e-books. Class three has been provided with printed books as
\nwell as e-readers and e-books, and a fourth class has not been equipped with a library at all, but
\nwas taken as control group. The selection of titles the children had access to, was in all three
\nclasses identical, whether as printed books or as e-books.
\nThe analysis of the children\u2019s reading attitudes shows that children who are provided with ereaders
\nand e-books are much more attracted by the literature available than those who have
\naccess to printed books only. The same is true for \u201ethick books\u201c: as e-books they are chosen far
\nmore frequently than their printed counterparts. An e-book cover obviously looks harmless,
\nwhereas a book spine may have a discouraging effect on unexperienced readers.
\nHowever, to keep the initial enthusiasm alive and to turn it into a sustainable interest in
\nreading, some essential (technical) preconditions have to be fulfilled:
\n\u2022 appealing selection of literature (books, comics, etc.)
\n\u2022 fast, smooth and intuitive access to e-books
\n\u2022 chat function
\n\u2022 comment function
\nFrom the perspectives of children, e-readers give books a \u201ecool\u201c and modern image. Therefore,
\nthe use of this technical device will surely play a major role in tomorrow\u2019s promotion of reading.
\nFor further questions please contact:
\ntimo.reuter@stiftunglesen.de<\/p>\n
_________________________________________________________<\/p>\n
Non-use of public libraries in Germany: Study Summary
\nThe German reading foundation Stiftung Lesen and the German Library Association have released a representative telephone survey* on the reasons for the non-use of public libraries. For the first time, it has been examined why adolescents and adults do not – or no longer – use city or municipal libraries. **
\nThe computer-assisted telephone interviews were conducted in October and November 2011 and 1.301 individuals aged 14 to 75 were surveyed \u2013 among them 28 percent non-users, 41 percent former users and 29 percent users of libraries. The major findings are listed below.
\nReasons why people do not or no longer use public libraries:
\n\uf0b7 restricted opening hours
\n\uf0b7 unattractive premises
\n\uf0b7 no cafeteria
\n\uf0b7 personal habits
\n\uf0b7 lack of interesting events
\nFurthermore, it has been examined how public library services could be rendered more appealing in order to increase the number of users.<\/p>\n
Most of the users of public libraries interviewed for this survey have become acquainted with libraries during childhood. This is one of the most outstanding findings of the study which points to the fact that early promotion of children is a key factor in this issue. Therefore, the focus of public library services should be on low-threshold offers for families as well as on co-operations with schools and kindergardens. This allows even children of lower educated parents to get lifelong access to the world of reading. To attract an increasing number of young people, public libraries should offer a wide range of digital media. This bears great potential for an increase in popularity of public libraries which is .a very important factor: it should not be forgotten that a vivid library scene is indispensable for a successful reading promotion.
\nFor further questions please contact:
\ntimo.reuter@stiftunglesen.de<\/p>\n
_______________________________________________________________<\/p>\n
Reading to Children<\/p>\n
Research findings on reading to children clearly demonstrate that reading to children has many immediate as well as medium-term benefits. Parents who instill in their kids a love for reading make a major contribution to an integral education of their children. They help build cognitive, emotional and social skills, and thereby encourage their offspring to become open-minded and active members of society, in short: a success in life.
\nReading to children immediately
\n\u2022 encourages comprehension of symbols and therewith competences in communication,
\n\u2022 stimulates cognitive competences and
\n\u2022 enhances emotional competences.
\nReading to children in medium-term dimension
\n\u2022 encourages them to become readers and love reading \u2013 not only books but also electronic reading devices.
\n\u2022 builds several skills that lead to more success at school in a variety of subjects including languages, math, music and sport.
\n\u2022 is especially useful for boys in that it makes even them \u2013 who generally read less than girls \u2013 enjoy reading.
\n\u2022 helps moderate the big drop in reading that usually occurs during adolescence, in particular among the 14 to 19-year-olds.
\n\u2022 has a long-lasting positive effect which is still to be seen in young adults.
\nReading to children in general
\n\u2022 is especially useful when parents do it regularly. The more often children are read out to, the more they benefit from that. But even if parents practice reading out only once a week, it still has a positive impact on their children\u2019s reading attitudes. This is especially true for boys.
\n\u2022 stimulates their development in many respects. They also love meeting with friends, doing sport and playing an instrument to a greater extent than those teenagers who were not read to in their childhood.
\nUnfortunately the reading situation in families is not at all satisfactory:
\n\uf0b7 The less the formal education of the parents the less the frequency of reading to their children. Disadvantages in education are passed on to the children.
\n\uf0b7 Fathers \u2013 who are important role models for boys \u2013 often leave reading to children to the mothers. That gives boys the impression that reading is only for girls.<\/p>\n
For further questions please contact:
\ntimo.reuter@stiftunglesen.de<\/p>\n","protected":false},"excerpt":{"rendered":"
The Institute for Research on Reading and Media has published three new studies on reading. Potential of E-Readers in the Promotion of Reading: Study Summary With the use of e-readers, reading becomes more appealing for children and teenagers. This is one of the major findings of a study conducted in 2011 by the German reading […]<\/p>\n","protected":false},"author":663,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-86","post","type-post","status-publish","format-standard","hentry","category-general"],"_links":{"self":[{"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/posts\/86","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/users\/663"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/comments?post=86"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/posts\/86\/revisions"}],"predecessor-version":[{"id":87,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/posts\/86\/revisions\/87"}],"wp:attachment":[{"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/media?parent=86"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/categories?post=86"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/tags?post=86"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}