Academic literature on the topic 'Social aspects of Books and reading'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Social aspects of Books and reading.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Social aspects of Books and reading"
1
Ben Zvi, Ehud. "Reading Hosea and Imagining YHWH." Horizons in Biblical Theology 30, no. 1 (2008): 43–57. http://dx.doi.org/10.1163/187122008x294349.
Full textAbstract:
AbstractAs the readers among whom and for whom the book of Hosea was composed read and reread it they could not but construe images of YHWH. In the process, metaphors from different source conceptual domains were evoked. Each of them involved important aspects of the worldview of these readers, their understanding of themselves and their deity, and very often a sense of resistance to imperial ideological constructions. The centrally enabling metaphor of YHWH as didactic communicator, that is teacher of Israel, played a central role in the social and ideological worldview of the literati who wrote, read, and reread the book of Hosea and other prophetic and authoritative books in ancient Yehud and reflected the social roles of the literati and of the repertoire of prophetic books that evolved in ancient Yehud, among which the book of Hosea, in its present form, evolved and found its place.
2
Hombrecher, Hartmut, and Judith Wassiltschenko. "The Well-Worn Book and the reading child: cultural and cognitive aspects of materiality in German children’s literature." Neohelicon 47, no. 2 (August 28, 2020): 537–57. http://dx.doi.org/10.1007/s11059-020-00551-0.
Full textAbstract:
AbstractChildren’s books often feature complex material aspects. Despite that fact, little research has been done on questions of materiality in children’s and youth books. The article aims at outlining the field of the materiality of historical German-language children’s books. By analyzing historical author’s pedagogical statements as well as the design of historical children’s and youth fiction, the article summarizes different approaches concerning the materiality of children’s books. Based on the historical development and the generic study on how children modify the materiality of their books, the article further investigates the book-as-object and emphasizes the child’s point of view by scrutinizing the adult-culture book-toy distinction. It will become apparent that the specific forms of children’s book reception emerge since the materiality of the book and its exploration present a new embodied experience. The specific reception forms can be embedded into a semiotic model of the text-reader interaction in reference to Roland Barthes’ concept of écriture and scription.
3
Birke, Dorothee. "Social Reading? On the Rise of a “Bookish” Reading Culture Online." Poetics Today 42, no. 2 (June 1, 2021): 149–72. http://dx.doi.org/10.1215/03335372-8883178.
Full textAbstract:
Abstract While the internet is often seen as having destroyed book culture, this article is interested in those areas in our contemporary media environment where book and internet culture actually converge. Focusing on the example of BookTube, the author examines how book culture is “done” on the internet and analyzes the values attached to the media practices involved. In particular, in millennial book culture, social aspects of reading are often emphasized. This trend is usually associated with the new affordances of social media and either assessed positively (e.g., by proponents of the internet as a democratizing force) or negatively (e.g., by detractors of the internet as fostering superficiality). The author argues that such a simplistic binary view can be transcended if one takes a historical perspective, reflecting on how sociality and self-fashioning have been integral aspects of book culture for centuries. At the same time, she shows the extent to which BookTube provides new opportunities to socialize around reading.
4
Ashrapov, Ravil. "The role and place of reading culture in modern life in Uzbekistan." Infolib 29, no. 1 (March 30, 2022): 60–65. http://dx.doi.org/10.47267/2181-8207/2022/1-105.
Full textAbstract:
In the article, the author makes a comparison between printed and electronic (screen) books. Materials are presented that indicate the mass abuse of young people for computer and telephone games. He cites concrete data from social surveys of the level of reading culture in different countries, confirming the opinion about the benefits of reading paper books. Despite some advantages of the e-book – accessibility, volume capacity, cheapness, the author, through scientific evidence, shows the negative aspects of e-reading. In particular, he speaks of a deterioration in vision, muscle tremor, and a lack of aesthetic pleasure. Points to a direct connection between the high culture of reading young people and their education, the development of new knowledge and socialization in society. The critical situation in countries with a low level of reading culture is considered, which predicts an irreversible intellectual collapse and economic stagnation in the future. The question is raised about the possibility of overcoming the crisis of the culture of reading by strengthening the role of the family, parental control and pedagogical influence in educational institutions.
5
Williams, Steve. "philosophical dialogue with children about complex social issues: a debate about texts and practices." childhood & philosophy 16, no. 36 (July 21, 2020): 01–28. http://dx.doi.org/10.12957/childphilo.2020.37827.
Full textAbstract:
In this article, I report on my reading of a debate between two practitioners and scholars of philosophy with children – Karin Murris and Darren Chetty. The parts of their exchanges I have chosen to focus on relate to a children's book called Tusk Tusk by David McKee. Their respective arguments raise questions for me about the relationship between the starting text (or stimulus) and issues of importance in the wider world. Although Chetty sees benefits in using picture books, he appears to believe there is an over-reliance on fables and other magical tales and that alternative starting points could be more suitable for exploring complex social issues with historical dimensions. Murris, on the other hand, seems to appreciate the lack of historical perspective that is evident in many of her preferred picture books. She values their ‘universal’ and ‘magical’ aspects because they stimulate ‘rhizomatic’ dialogues that are spontaneous and non-hierarchical. In this commentary I trace what, to me, are the most significant lines of argument put forward by Chetty and Murris. In response, I suggest some practical ideas for choosing texts and ‘reading against the text’ – a term both writers use. I also ask and answer the question: ‘In sessions of philosophical dialogue, should adults bring to children for consideration issues they regard as important or refrain from doing so?’
6
Dahlan, Dahlia. "Social media and the reading culture revolution among digital natives." COMMICAST 3, no. 1 (November 23, 2021): 105–12. http://dx.doi.org/10.12928/commicast.v3i1.3706.
Full textAbstract:
Reading is one of the intellectual activities that only humans have that develops along with the writing system. The culture of reading does not just grow, because human history records the development of the writing system through a very long journey. The study, which involved 41 respondents aged 17-21 years who were randomly selected, showed a shift in the reading culture from print media to online media, related to reading patterns, gender aspects, reading frequency, and duration. From a gender aspect. The shift in the reading culture among young people is also greatly influenced by the characteristics of online media that print media lacks. The practicality and mobility of online media as well as easy access are some of the advantages that attract young media users. Books, newspapers/tabloids, and magazines do not have this characteristic. required Greater effort is more expensive to access print media which is incompatible with the characteristics of the digital natives. Although it has a number of advantages, online media is still considered to have a number of weaknesses compared to print media. One of the weaknesses of online media is the inaccuracy of the information, because the writing often does not apply the principle of cross-checking and confirmation, and contains more subjective opinions. The survey results reinforce the tendency of new media audiences to be not merely positioned as objects that are the target of messages. The tendency to change in reading culture is closely related to audiences and changes in media technology and the meaning of media have renewed the role of audiences to become more interactive with messages, and new media consumers who are dominated by young people can determine how to access according to their wants and needs.
7
Janavičienė, Daiva. "Bibliotherapy. Reading Recomendation experiencing Exclusion during COVID-19." Slauga. Mokslas ir praktika 2, no. 7 (295) (July 21, 2021): 1–14. http://dx.doi.org/10.47458/slauga.2021.2.14.
Full textAbstract:
The relevance of the research is based on more than a year-long restrictions experienced by people of Lithuania and worldwide because of the COVID-19 pandemic. The theoretical part presents a concept for bibliotherapic recommendations for reading. From an interdisciplinary point of view, the research integrates insights from the domains of psychology, public health, information and communication and literary criticism. Individuals experiencing psychological problems, by delving into literature which encourages reflection of humanistic values, during their in-depth reading process, can not only distract themselves from stressful everyday life but also, while identifying themselves with personages of literary works, better conceive themselves and their environment as well as find new ways to solve their problems. This justifies the applicability of bibliotherapy for those who experience social exclusion during the pandemic.
The open survey collected data from 17 experts (12 members of the Lithuanian Bibliotherapy Association and 5 practitioners involved in bibliotherapy projects; 4 study participants from the health service sector (psychotherapists); 6 representatives from the education sector; and 7, from the cultural sector). A recommendatory list of books for passive bibliotherapy sessions was drawn. The list comprises 2 topics: (1) recommendations for general bibliotherapy and (2) fiction for health practitioners (81 books in total, 43% of which are accessible online). Every entry in the list includes metadata required for the identification of the work (AUTHOR and title), a brief substantiation of bibliotherapic aspects formulated by experts and the information about the accessibility of the book on the portal ibiblioteka.lt. The list of bibliotherapic literature can be also useful for health practitioners, social activities professionals, organisers of local community activities, librarians and those who wish to provide help by reading.
8
Alit Mariana, I. Made, and Ni Made Anggreni. "Map of the implementation of the School Literacy Movement on Hinduism at Primary School in Badung Regency." Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies 3, no. 1 (June 1, 2019): 31. http://dx.doi.org/10.25078/ijhsrs.v3i1.802.
Full textAbstract:
<p>This study was conducted against of an alarming social phenomenon intolerant of differences, includes: the actions and words that, information on social media and various counter-productive behaviors. Almost in all aspects of life, the attitude of intolerance from one another appears, on the highway - the road user grabs the bow, in the place of the crowd in social action, up to the meeting room is shown to be unprepared to be different from one others. In short, it is not tolerant of pluralism. This concern, triggered the need to be redefined about the implementation of the teachings of goodness (characters building), especially for students. Various efforts have been made to define good behavior through education, including a national seminar on moral literacy in human development through education and movement on literacy formation.</p><p>Research on elementary school teachers, school principals, and school supervisors in four sub-districts in Badung regency, the method for obtaining data is through questionnaires, focus group discussions, and observations to elementary schools. The tendency to decrease the intensity of School Literacy Movement (SLM) implementation Hinduism for the habituation, development, and learning stages, both information from the Teacher (T), School Principle (SP) and School Supervisor (SS). Implementing SLM Hinduism include: reading 15 minutes at the beginning of learning, discussing books and reading together, and reading the lesson enrichment part. Programs that still need to be improved include: reading Hinduism books are relatively lacking due to difficulties in obtaining books on Hinduism and making info-graphic from reading as an effort to facilitate the building of the meaning of Hinduism reading.</p><p>As a conclusion, SLM Hinduism by Elementary Schools in Badung Regency, well implemented tends to be very good, reaching 3.6 for scale 4. The decrease occurred from the habituation stage (3.7), development (3.6), to the learning stage (3.5). This shows that SLM Hinduism implementation has not been optimally, especially at the learning stage. Implementation of habituation stage, “the movement of reading 15 minutes of non-lesson books before the lesson”. The implementation of the learning stage that has not been achieved is about “choosing enrichment books and Hinduism material and using Hinduism facilities as well as enrichment books to creatively write opinions based on reading material synthesized with other relevant disciplines as one facet literate in the Hinduism”.</p>
9
Hermans, Marianne. "Kinderliteratuur als Knooppunt." Toegepaste Taalwetenschap in Artikelen 59 (January 1, 1998): 57–65. http://dx.doi.org/10.1075/ttwia.59.06her.
Full textAbstract:
The results of the pilot study reported on in this article indicate that the combination of children's books supplementary to the biology lessons does not diminish reading-achieve-ment test scores, and that there seems to be an advantage in domain-specific word knowledge. For 14 weeks, the time normally spent on unsustained silent reading in class was filled in by reading on particular subjects that were being discussed in biology lessons. The basic research assumption was that reading various texts on the same subject would not only positively affect the children's knowledge about this subject but would also improve their reading skills and their attitudes towards reading. The experimental group scored significandy better than their peer group on a domain-specific vocabulary test. This indicates that the books were used as stepping stones for building mental knowledge structures. Tests with respect to the other variables such as reading skills yielded no significant differences between the groups. However, post-hoc analysis showed an advantage for pupils from the lower social groups. Their attitude towards reading impro-ved considerably, in which respect they differed significandy from their peers. The results seem to confirm the ideas expressed in the international literature about content area reading and in aspects of schema theory. By reading the books in combination with the biology lessons, certain schemata could be activated which enable the pupils better to understand the new information and store it firmly in their memory. The redundancy of important words appearing in various contexts is a determinant of word knowledge.
10
Putra, Apria. "Ulama Minangkabau dan Sastra: Mengkaji Kepengarangan Syekh Abdullatif Syakur Balai Gurah." Diwan : Jurnal Bahasa dan Sastra Arab 9, no. 1 (July 18, 2017): 601–24. http://dx.doi.org/10.15548/diwan.v9i1.133.
Full textAbstract:
This article encompasses a study of the Sheikh Abdullatif Syakur’s authorship, particularly literary valuable essays. This study departs from the productivity of Sheikh Abdullatif in composing Arabic and Minangkabau with uslub literature. Syekh Abdullatif Syakur's works are interesting to study for several considerations, (1) high intensity in teaching Arabic and recitations of the Qur'an with various methods, (2) his proximity to the tradition of society shown by his essay in the form of nazham, (3) his tenacity in teaching and preaching, and (4) his passion for reading literary texts. Based on that, this study discusses two of Syekh Abdullatif Syakur literary works, namely the book of Khitabah and Nazham Nasehat. The authorship of Sheikh Abdullatif was influenced by several aspects, including his interest in Arabic, his desire to provide knowledge to the community, social conditions in his hometown, the productivity of his teacher in Mecca, and reading books that became his amusement.
Dissertations / Theses on the topic "Social aspects of Books and reading"
1
Lindsay, Christy. "Reading associations in England and Scotland, c.1760-1830." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:cfeb9aa2-6917-4356-8d11-b26237c795a5.
Full textAbstract:
This thesis examines provincial literary culture in the late eighteenth and early nineteenth century, through the printed and manuscript records of reading associations, the diaries of their members, and a range of other print materials. These book clubs and subscription libraries have often been considered to be polite and sociable institutions, part of the cultural repertoire of a new urban, consumer society. However, this thesis reconsiders reading associations' values and effects through a study of the reading materials they provided, and the reading habits they encouraged; the intellectual and social values which they embodied; and their role in the performance of gender, local and national identities. It questions what politeness meant to associational members, arguing for the importance of morality and order in associational conceptions of propriety, and downplaying their pursuit of structured sociability. This thesis examines how provincial individuals conceived of their relationship to the reading public, arguing that associations provided a tangible link to this abstract national community, whilst also having implications for the 'public' life of localities and families. The thesis also considers how these institutions interacted with enlightenment thought, suggesting that both the associations' reading matter and their philosophies of corporate improvement enabled 'ordinary' men and women to participate in the Enlightenment. It assesses English and Scottish associations, which are usually subjected to separate treatment, arguing that they constituted a shared mechanism of British literary culture in this period. More than simply a 'polite' performance, reading, through associations, was fundamentally linked to status, to citizenship, and to cultural participation.
2
Ell, Barbara Ann. "Boys and literacy: Disengaging from reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2983.
Full textAbstract:
This quantitative study investigates the disparity that exists between girls and boys and how changes can be implemented to keep boys from disengaging from reading. It examines the reading materials that are available to increase boys' interest in reading and discusses ways in which teachers can develop programs and parents can take action to change boys reading habits. The study employed teacher surveys and student surveys from sixth grade boys in three San Bernardino middle schools.
3
Silva, Roginei Paiva da. "Biblioteca, leitores e cultura: a prática social da leitura." Universidade Federal de Viçosa, 2014. http://locus.ufv.br/handle/123456789/4878.
Full textAbstract:
Made available in DSpace on 2015-03-26T13:44:32Z (GMT). No. of bitstreams: 1
texto completo.pdf: 2648710 bytes, checksum: 31b783d60505d4c1bd00371444e0d36b (MD5)
Previous issue date: 2014-06-05Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research aims to map the profile of the current reader reflecting on the social practice of reading and the role of public libraries as social spaces where books circulate. In addition to this, we seek to understand the role of reading as a cultural practice. The issue was guided by the fact that literature is a citizen's right and a benefit to be shared, so society should be concerned with the readers development. The approach was guided by the Sociology and History of Reading and the review of the theories related to culture in the contemporary society. To clarify what was proposed, we used the Municipal Library Baptista Caetano d' Almeida , in São João del-Rei/MG as a place of observation and data collection to respond to the raised queries . When developing the proposed perspectives, data were collected through the electronic system of the Municipal Library loan bank; through interviews with the director , librarian and library assistants; and a questionnaire which was answered by users from Baptista Caetano Library. The results showed that it is not precisely possible to define the profile of the current reader, but this has its outlines, probably, different from those already known or crystallized in the past. What can be affirmed is that reading as a social and cultural practice receives influences of a media, market and globalized society. Therefore, the democratization of reading as a cultural benefit becomes important for people‟s inclusion and social mobility.
Esta pesquisa tem como objetivo mapear o perfil do leitor atual refletindo sobre a prática social da leitura e a função das Bibliotecas Públicas como espaços sociais onde circulam os livros. Além disso, busca-se compreender o lugar da leitura como prática cultural. Norteou a questão o fato de que a literatura é um direito do cidadão e um bem a ser compartilhado, portanto a sociedade deveria se preocupar com a formação de leitores. A abordagem se guiou pela Sociologia e História da Leitura e pela verificação de teorias ligadas à cultura na contemporaneidade. A fim de elucidar o proposto, utilizou-se a Biblioteca Municipal Baptista Caetano d‟Almeida, em São João del- Rei/MG, como local de observação e coleta de dados para responder às indagações suscitadas. No desenvolvimento das perspectivas propostas, foram coletados dados através do sistema eletrônico de empréstimos da Biblioteca Municipal; de entrevistas com coordenador, bibliotecária e auxiliares de biblioteca; de questionário respondido pelos usuários da Baptista Caetano. Os resultados obtidos mostraram que ainda não é possível definir com precisão o perfil do leitor atual, mas este tem contornos, provavelmente, diferentes daqueles já conhecidos ou cristalizados no passado. O que se pode afirmar é que a leitura enquanto prática social e cultural recebe influências de uma sociedade globalizada, mercadológica e midiatizada. Portanto, a democratização da leitura enquanto bem cultural torna-se importante para a inclusão e ascensão social das pessoas.
4
Tshuma, Sibhekinkosi Anna. "Reading clubs as a literacy intervention tool to develop English vocabulary amongst Grade 3 English second language learners at a school in Grahamstown, Eastern Cape." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011755.
Full textAbstract:
This study is part of a larger research programme that seeks to contribute towards an understanding of South Africa's complex literacy landscape and formulate strategies that may address these particularly in the Foundation Phase. It is a case study of one public primary school in Grahamstown where isiXhosa is used as a medium of instruction until Grade 3, after which the medium of instruction changes to English. This transition is not helped by the little reading that happens in the language at the FP. The learners under study are Grade 3 isiXhosa first language speakers, learning English as a First Additional Language (FAL) with limited exposure to the language. Through a qualitative participatory action research process, the study investigated the extent to which a reading club in general and a responsive reading programme in particular, might develop learners' English vocabulary at this particular school. The value of reading clubs as a vehicle for second language learning as well as the importance of considering learner needs in the development of the reading programme are key contributions this study makes. The study draws on social constructivism as a theoretical framework based on the principle that learning is a social acitvity. Vygotsky (1978) states that language learning (LL) takes place through interactions in meaningful events, rather that through isolated language activities. The process is seen as holistic, that is, each mode of language supoorts and enhances overall language development. Furthermore, LL develops in relation to the context in which it is used, that is, it develops according to the situation, the topic under discussion and the relationship betwwen participants. Language also develops through active engagement of the learners. The role of the teacher or a more competent other is then seen as that of a facilitator in a learning context in which learners are viewed as equally capable of contributing to their learning through learning from and with each other (Holt and Willard-Holt, 2000). Vygotsky's theory of social interaction has been influential in highlighting the important role of social and cultural contexts in extending children's learning. The preliminary results of this study point toward the importance of the learning environment, particularly an informal environment in second language development. The results also highlight the need for learners (a) to be provided with opportunities to engage with meaningful and authentic texts, (b) to be allowed to make their own book choices, (c) to participate in large group, small group and individual activities to enable them to engage with a variety of texts, and (d) to confront vocabulary in a variety of ways through multiple texts and genres.
5
Stone, Heather Brenda. "Companionable forms : writers, readers, sociability, and the circulation of literature in manuscript and print in the Romantic period." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:63f652fc-c4c2-4c3a-bc5c-893d4b922db1.
Full textAbstract:
Following recent critical work on writers' representations of sociability in Romantic literature, this thesis examines in detail the textual strategies (such as allusion, acts of address, and the use of 'coterie' symbols or references) which writers used to seek to establish a friendly or sympathetic relationship with a particular reader or readers, or to create and define a sense of community identity between readers. The thesis focuses on specific relationships between pairs and groups of writers (who form one another's first readers), and examines 'sociable' genres like letters, manuscript albums, occasional poetry, and periodical essays in a diverse series of author case-studies (Anna Barbauld, Samuel Taylor Coleridge, Charles Lamb, John Keats and Leigh Hunt). Such genres, the thesis argues, show how manuscript and print culture could frequently overlap and intersect, meaning that writers confronted the demands of two co-existing audiences - one private and familiar, the other public and unknown - in the same work. Rather than arguing that writers used manuscript culture practices and produced 'coterie' works purely to avoid confronting their anxieties about publishing in the commercial sphere of print culture, the thesis suggests that in producing such 'coterie' works writers engaged with and reflected contemporary philosophical and political concerns about the relationship between the individual and wider communities. In these works, writers engaged with the legacy of eighteenth-century philosophical ideas about the role (and limitations) of the sympathetic imagination in maintaining social communities, and with interpretative theories about the best kind of reader. Furthermore, the thesis argues that reading literary texts in the specific, material context in which they are 'published' to particular readers, either in print, manuscript, or letters, is vital to understanding writer/reader relationships in the Romantic period. This approach reveals how within each publication space, individual texts could be placed (either by their writers, by editors, or by other readers) in meaningful relationships with other texts, absorbing or appropriating them into new interpretative contexts.
6
Kelley, Richard C. "Mind reading for social robots stochastic models of intent recognition /." abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1464441.
Full text
7
Wahl, Anna. "Reading more books in the golden age of content – Exploring ways for motivating children to read more books by investigating their reading practices." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23462.
Full textAbstract:
Reading habits and attitudes have changed drastically during the past years, especially among children and teenagers. Previous studies and related work focus on academic achievement and the reading itself as ways to turn this development around. Making children more efficient readers does however not seem to influence their motivation to read during their free time. What does influence a child's reading attitude is their home environment, being able to find books they enjoy, practicing collective reading and more accessible book formats. Concepts developed during this project in order to facilitate some of these needs and contribute to motivating children to read more include a library service for helping children and their parents find books they enjoy, as well as book trailers to make plots easier to understand and awaken children’s desire to engage with books.
8
Moréteau, Constance. "L'artiste et la lecture : le livre dans les installations et dispositifs d'exposition de 1960 à nos jours." Thesis, Paris 10, 2013. http://www.theses.fr/2013PA100147.
Full textAbstract:
Cette thèse pose la question de la place du livre dans l’expérience de la lecture dans le musée quand dans la seconde moitié des années 1960 tout l’art, tel qu’il est redéfini par les artistes conceptuels, est à lire. Dans les années 1960 et 1970, puis de nouveau au tournant des années 1990-2000, les espaces de lecture se multiplientAlors que l’emploi du livre par les artistes conceptuels s’inscrit dans une quête de démocratisation de l’art, qui serait désormais diffusé hors du musée, le livre dans le musée semble poser le problème d’une relation apparemment contradictoire entre la nature reproductible d’un médium et son ancrage in situ. Force est de se demander si cela ne produirait pas une réification du livre et une interdiction de la lecture pour reprendre les mots de Marcel Broodthaers. A moins qu’il ne s’agisse d’interroger les usages du livre et la place de la lecture dans la constitution de communautés éphémères. La première partie est consacrée principalement à la spatialisation de la lecture à l’ère de l’information aux Etats-Unis entre le milieu des années 1960 et le début des années 1980. Les espaces de lecture sont alors aussi des espaces à lire. Dans une seconde partie, nous verrons que l’institutionnalisation de l’installation est contemporaine de celle de la lecture dans le musée. Enfin nous étudierons l’émergence de modèles originaux d’exposition du livre d’artiste et du livre, créés par des artistes et commissaires qui ont participé à la rédéfinition de l’exposition comme médium et/ou en réinterprétant Le Club des Travailleurs de Rodchenko (1925)This dissertion investigates the position of book in reading experiences which take place in the museum context when in the mid-nineteen sixties, all art, as redifined by conceptual artists, is to be read. In the 1960s and in the 1970s, then again in 1990s and 2000s, reading space have been increasing. Those could be apparatuses produced for exhibition as well as art environments and installations. In contrast with artists books which deal with democratizing art by circulating outside the control of museums, books in museums leds to questions about an apparent opposition between a reproducible medium and its in situ anchorage. It begs the essential question of whether it might end up in the reification of the book as well as in the prohibition of reading, the Marcel Broodthaers’s Interdiction de lire as stated for Pense-Bête (1964). Unless it provides the opportunity to focuse on the uses of books . The installations we are analyzing contribute to the building up of temporary communities. That is to say that we have also to consider the reader position in social sphere. There are three crucial trends, for it is in exploring them that we can begin to explore as the book as a reference for the environment which is itself to be read at the time of Information Turn which influenced theory on architecture. In the mid-1990s, artists produced what we call in situ books that are produced for reading in the museum. This dissertation dealss also with the wide range of interpretations of the same historic source, The Working Club by Alexandre Rodchenko (1925), by curators and artists from the New York art Scene as well as other American and European Artists
9
Lee, Shun-wai Dorothy. "Children's constructions of meaning in the context of fairy tales." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29791236.
Full text
10
Van, Dusen Timothy C. "Reading can be fun again: A supplementary reading program for grades 4-6 using picture books." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/350.
Full textBooks on the topic "Social aspects of Books and reading"
2
Sarah, Turvey, and Hartley Jenny, eds. The reading groups book. 2nd ed. Oxford: Oxford University Press, 2001.
Find full text
3
Dirda, Michael. Book by book: Notes on the reading life. New York: Henry Holt, 2006.
Find full text
5
Kraaykamp, Gerbert. Over lezen gesproken: Een studie naar sociale differentiatie in leesgedrag. Amsterdam: Thesis Publishers, 1993.
Find full text
6
1944-, Assink E., ed. Literacy acquisition and social context. New York: Harvester Wheatsheaf, 1994.
Find full text
7
Traces de lectures, sentiers de lecteurs: Lire, un acte de formation au quotidien. Paris, France: Harmattan, 2006.
Find full text
8
Yunes, Eliana Lucia Madureira. La presencia del otro en la intimidad del yo: Aprendiendo con la lectura. México: Consejo Nacional para la Cultura y las Artes, 2005.
Find full text
10
Johannot, Yvonne. Tourner la page: Livre, rites et symboles. [France]: Jérôme Millon, 1988.
Find full textBook chapters on the topic "Social aspects of Books and reading"
1
Gambrell, Linda B., Katherine Corbett, Koti Hubbard, Lorraine A. Jacques, and Leslie Roberts. "Young Children’s Motivation to Engage in Social Aspects of Reading." In Literacy Studies, 99–113. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75948-7_6.
Full text
2
Savitri, W. E., and A. Munir. "The use of Xreading books & audios for extensive reading program." In Innovation on Education and Social Sciences, 42–48. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003265061-6.
Full text
3
Poblete, Juan. "The Value of Books and Reading as Social Practices in Nineteenth-Century Chile: The Perspectives of Government and Citizens." In The Cultural Sociology of Reading, 385–411. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13227-8_14.
Full text
4
Lenssen-Erz, Tilman, and Andreas Pastoors. "Reading Spoor." In Reading Prehistoric Human Tracks, 101–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60406-6_6.
Full textAbstract:
AbstractThe spoor of animals and humans alike contain rich information about an individual and about a momentary activity this individual performed. If the – arguably hard-wired – human ability to read spoor and tracks is sufficiently trained, a footprint allows to glean from it various physical, kinetic, medical, social and psychologic data about an individual, as has been observed among various populations across the globe. The Ju|’hoansi San from northern Namibia still today practice traditional hunting so that tracking is a skill that is required and trained on a daily base. For a good tracker, the information she or he gets from spoor is equally rich on animal and human footprints, and it is not necessary that the tracker has been exposed before to the individual whose spoor she/he reads. In order to allow an assessment of how tenable are the interpretations by contemporary hunter-gatherers of prehistoric human footprints, this chapter elucidates methodological aspects of tracking and situates this ability in an epistemological framework.
5
Buđevac, Nevena, Francesco Arcidiacono, and Aleksandar Baucal. "Reading Together: The Interplay Between Social and Cognitive Aspects in Argumentative and Non-argumentative Dialogues." In Interpersonal Argumentation in Educational and Professional Contexts, 47–73. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59084-4_3.
Full text
6
Chen, Jiaqi, Weiliang Yuan, Nan Cai, Yixin Hong, and Jianing Shen. "Action Research on the Impact of Parent-Child Picture Books on Primary School Students’ Reading Literacy: A Case Study of Young Primary School Students in Zhoushan." In Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022), 1188–95. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-89-3_137.
Full text
7
Williams, Abigail. "Afterword." In The Social Life of Books. Yale University Press, 2017. http://dx.doi.org/10.12987/yale/9780300208290.003.0010.
Full textAbstract:
This chapter summarizes key themes and presents some final thoughts. This book offered a series of vignettes of reading lives and practices. It presented a cluster of historical figures and a range of historical books, and used them to try to reconstruct what literature has meant and what it has been used for. It showed that the way in which people used the books they read are closely bound up with other aspects of amateur, domestic culture. This book also showed that anxieties about forms of reading are not new. Eighteenth-century commentators worried about learning bought too easily and readers who could no longer engage with whole texts. Families encouraged reading together because they feared that young people were losing their sense of reality through their immersion in addictive imaginative fictions. The world of eighteenth-century reading was a very different land, but in some ways, perhaps not so far from our own as we like to think.
8
Pressman, Corey. "Post-Book Paratext." In Advances in Human and Social Aspects of Technology, 334–49. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6002-1.ch016.
Full textAbstract:
The earliest artifacts of expression, represented by cave art and carved statuettes, had a paratext of their own that surrounded and supported their significance. However, there is a fundamental difference between the way these artifacts operated in society and the way writing and print operate. Writing and print are associated with a “print culture” centered on fixity, social isolation, and authority. This opposes a preceding emphasis on orality, fluidity, and social communication. However, the hegemony of print culture has been challenged by the binary revolution. The widespread success of e-readers, apps, the Web, and electronic reading in general indicates a nascent post-book era. The essential difference between a paper book and its electronic analog is the stripping of the former's paratextual elements. This chapter suggests that we should be deliberate about designing the paratext of our digital post-book experiences. We have the opportunity to reintroduce elements of pre-print orality, continuing what scholars have noted as the development of a “secondary orality” instigated by radio and television. An entire profession already exists whose mission is to design and implement platform-specific elements that attend to the delivery of content: interaction designers. These professionals can help us design the future of reading.
9
Ratten, Vanessa. "Adoption of Mobile Reading Devices in the Book Industry." In Strategy, Adoption, and Competitive Advantage of Mobile Services in the Global Economy, 203–16. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1939-5.ch011.
Full textAbstract:
Mobile reading devices are leading the world into another communications revolution and means of conducting everyday activities. The acceptance of mobile reading devices depends on consumer user acceptance in addition to technological innovation. This chapter develops a conceptual framework incorporating emotional response, marketing usefulness, and attitudes towards technological innovations to explain the major factors influencing a person’s decision to adopt a mobile reading device. By incorporating different theoretical approaches to the adoption of mobile reading devices, this chapter highlights how certain aspects of these theories are relevant in the context of electronic books (e-books). The main theories integrated in this chapter that focus on e-books are the technology acceptance model (TAM), theory of reasoned action (TRA), theory of planned behavior (TPB), and social cognitive theory. Three propositions are developed from the conceptual framework and theoretical analysis of technology adoption models that promote and facilitate future empirical research relating to mobile reading devices.
10
Zhang, Aijia, Guanghui Huang, and Fangtian Ying. "Babbling: A Digital Book Application to Improve Preschool Children’s Social Communication Ability." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2023. http://dx.doi.org/10.3233/faia220731.
Full textAbstract:
Digital books provide a variety of ways to convey story content through the combination of images, text and audio. To effectively apply this combination to improve toddlers’ positive self-expression and social communication abilities, though, relatively little experience and knowledge is available. We propose a “Users+” model to address this issue. By expanding the current design, we introduce the user into the design aspect of the application, replacing textual content with children’s perception and interpretation of images. We investigated the “Users+” model’s application using Babbling, a wordless digital book for kids. We explore the function of digital book applications in children’s self-expression and interpersonal interactions and the value of the text for children’s reading through a study of the behaviors and emotions of 20 preschoolers while reading. Thereby, we summarize three design strategies that provide a new insight into children’s digital book applications that support user engagement and autonomy in design.
Conference papers on the topic "Social aspects of Books and reading"
1
Balutoiu, Maria anca, Alexandru Gradinaru, Alin Moldoveanu, Florica Moldoveanu, and Anakarina Nazare. "LIBQUEST INITIAL PROTOTYPE - MIXED-REALITY QUESTS TO REVITALIZE LIBRARIES AND READING." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-016.
Full textAbstract:
The ever increasing advancement of technology, the availability of information, and other internet-related activities such as online communication have shifted the interest of people, leaving cultural or social aspects such as reading a book or visiting a museum on a second plan. Gamification is a well-known method which makes education and culture more attractive and interesting to people in the modern age, especially young generations. This paper describes the implementation of LibQuest, a platform which combines culture with technology and games. It is a part of the Lib2Life research project with the aim of revitalizing libraries and other cultural spaces using mixed reality applications. LibQuest proposes to use a gamified quest system in order to encourage people, especially youngsters to access libraries and read more. Each quest is structured with multiple checkpoints in mixed reality, requiring the user to use and navigate both in virtual reality and real-world places in order to gain rewards or find interesting things. Each checkpoint has a validation method, ranging from simple quizzes, to finding clues, visiting specific targets (museums, squares etc.), code scanning, taking pictures or recording audio. The article will present the development of an initial prototype, the current status of the solution and users' feedback. Chapters cover implementation details, used technologies, challenges, encountered problems and difficulties in the process of building and developing, as well as practical results. The conception of a survey integrated in the prototype is also presented with results and analyzed users' feedback. Lastly, conclusions, future development steps and improvements are discussed.
2
Feng, Yang. "Parent-Child Palm-size Red Linked Picture Books Reading:." In 2021 6th International Conference on Social Sciences and Economic Development (ICSSED 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210407.102.
Full text
3
"Reading Community for Students in Indonesia : Improving Knowledge and Experiences with Books." In 5th International Conference on Studies in Humanities and Social Sciences. Emirates Research Publishing, 2016. http://dx.doi.org/10.17758/erpub.dirh1216427.
Full text
4
Utami, Lanjar, Joko Nurkamto, Nunuk Suryani, and Gunarhadi Gunarhadi. "An Exploration of Socio-cognitive Aspects in Reading Course book for 10th Graders: Teachers’ Perspectives." In Proceedings of the Third International Conference of Arts, Language and Culture (ICALC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icalc-18.2019.51.
Full text
5
Silva, Mariana O., Clarisse Scofield, Gabriel P. Oliveira, Danilo B. Seufitelli, and Mirella M. Moro. "Exploring Brazilian Cultural Identity Through Reading Preferences." In Brazilian Workshop on Social Network Analysis and Mining. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/brasnam.2021.16130.
Full textAbstract:
In Brazil, each region has its own cultural identity regarding accent, gastronomy, customs, all of which may reflect in its literature. Specially, we believe that country's background and contextual features are directly related to what people read. Hence, we perform a cross-state comparison analysis based on Brazilian reading preferences through a multipartite network model. Also, we explore the effects of socioeconomic and demographic factors on favorite books and writing genres. Such cross-state analyses highlight how the country is culturally rich, where each region has its own distinctive culture. Our findings offer great opportunities for the Brazilian book industry by enhancing current knowledge on social indicators related to reading preferences.
6
Stanica, Iulia cristina, Alin Moldoveanu, Florica Moldoveanu, Alexandru Gradinaru, and Mariaiuliana Dascalu. "SOCIO-COLLABORATIVE READING THROUGH AR-ANNOTATIONS OVER PHYSICAL BOOKS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-020.
Full textAbstract:
In a highly technologized century, the process of learning must benefit from the advantages of technology. Gamification, artificial intelligence, virtual or augmented environments or adaptive learning are just some of the trends which have evolved in the past years in the field of e-Learning. Collaborative learning is also an efficient learning methodology, where people engage together in learning actions or share one with another their knowledge and resources. Wikis, forums, social media groups are just some examples of successful collaborative learning environments. As the evolution of technology has impacted traditional learning and reading preferences of people, we must think of new ways of improving and modernizing both learning and teaching. Our current paper presents the advantages of using the latest technologies for collaborative learning, with a relevant example from the Lib2Life - Cyber-Physical Library project. Its goal is to revitalize reading and improve the learning process by using emerging technologies, restoring at the same time the popularity of libraries as safeguards of the cultural patrimony. With the help of augmented reality (AR), digitization and optical character recognition, we developed a mobile application meant to help people annotate physical books, view annotations by other users and manage their own social-collaborative library. After registering their favourite books in the application, users can create digital annotations (text, images, videos or links) or see the existing annotations by scanning a book page with their smartphone's camera. Annotations can be rated, commented, shared on social media or on user-configured friend groups, thus creating a collaborative environment which can be easily integrated in a great variety of domains. We present the innovative concept of AR annotations and a tool based on this concept, which can be used for self-learning or as a collaborative tool, revolutionizing handbooks and manuals.
7
Iovene, Maddalena, Graciela Fernandéz De Córdova, Ombretta Romice, and Sergio Porta. "Towards Informal Planning: Mapping the Evolution of Spontaneous Settlements in Time." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5441.
Full textAbstract:
Maddalena Iovene¹, Graciela Fernandéz De Córdova2, Ombretta Romice¹, Sergio Porta¹ ¹Urban Design Studies Unit (UDSU). Department of Architecture. University of Strathclyde. 75 Montrose Street, Glasgow, G11XJ, UK. 2Centro de Investigación de la Arquitectura y la Ciudad (CIAC), Departamento de Arquitectura, PUCP. Av. Universitaria 1801, 32 San Miguel, Lima, Peru. E-mail: maddalena.iovene@strath.ac.uk, gdcfernandez@pucp.edu.pe, ombretta.r.romice@strath.ac.uk, sergioporta@strath.ac.uk Keywords (3-5): Informal Settlement, Peru, Lima, Model of Change, Urban Morphology Conference topics and scale: Reading and Regenerating the Informal City Cities are the largest complex adaptive system in human culture and have always been changing in time according to largely unplanned patterns of development. Though urban morphology has typically addressed studies of form in cities, with emphasis on historical cases, diachronic comparative studies are still relatively rare, especially those based on quantitative analysis. As a result, we are still far from laying the ground for a comprehensive understanding of the urban form’s model of change. However, developing such understanding is extremely relevant as the cross-scale interlink between the spatial and social-economic dynamics in cities are increasingly recognized to play a major role in the complex functioning of urban systems and quality of life. We study the urban form of San Pedro de Ate, an informal settlement in Lima, Peru, along its entire cycle of development over the last seventy years. Our study, conducted through a four-months on-site field research, is based on the idea that informal settlements would change according to patterns similar to those of pre-modern cities, though at a much faster pace of growth, yet giving the opportunity to observe the evolution of an urban organism in a limited time span. To do so we first digitalize aerial photographs of five different time periods (from 1944 to 2013), to then conduct a typo-morphological analysis at five scales: a) unit, b) building, c) plot, d) block, and e) settlement (comprehensive of public spaces and street network). We identify and classify patterns of change in the settlement’s urban structure using recognised literature on pre-modern cities, thus supporting our original hypothesis. We then suggest a unitary model of analysis that we name Temporal Settlement Matrix (TSM). Reference List Caniggia, G., & Maffei, G. L. (2008). Lettura dell’edilizia di base (Vol. 215). Alinea Editrice. Conzen, M. R. G. (1958). The growth and character of Whitby. A Survey of Whitby and the Surrounding Area, 49–89. Hernández, F., Kellett, P. W., & Allen, L. K. (2010). Rethinking the informal city: critical perspectives from Latin America (Vol. 11). Berghahn Books. Kropf, K. (2009). Aspects of urban form. Urban Morphology, 13(2), 105–120. Muratori, S. (1960). Studi per una operante storia urbana di Venezia. Palladio, 1959, 1–113. 22. Porta, S., Romice, O., Maxwell, J. A., Russell, P., & Baird, D. (2014). Alterations in scale: patterns of change in main street networks across time and space. Urban Studies, 51(16), 3383–3400. Watson, V. (2009). “The planned city sweeps the poor away…”: Urban planning and 21st century urbanisation. Progress in Planning, 72(3), 151–193. Whitehand, J. W. R. (2001). Changing suburban landscapes at the microscale. Tijdschrift Voor Economische En Sociale Geografie, 92(2), 164–184.
8
Elyutina, Marina E., and Svetlana V. Sitnikova. "Sociological and Research Optics of Reading: Theoretical and Practical Aspects." In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-274-282.
Full text
9
He, Feng. "Practice Research on English Reading Teaching Based on Picture Story Books in Primary School." In 8th International Conference on Social Network, Communication and Education (SNCE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/snce-18.2018.32.
Full text
10
Alves Silva, Renata Prado. "Social Media and Books: An Analysis of the Relationship between Reading Habits and Online Sociability." In Annual International Conference on Journalism & Mass Communications. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2301-3710_jmcomm14.25.
Full textReports on the topic "Social aspects of Books and reading"
1
Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.
Full textAbstract:
The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.