Tackling the drop-off: Understanding the teenage reading experience

解决青少年阅读体验下降的问题

• 批准号: 2385231
• 金额: --
• 依托单位: University of Edinburgh
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2385231
• 关键词: Tackling; drop; off; Understanding; teenage

The leisure reading habits of teenagers have changed considerably over the last decade, and a teenage drop-off in reading for pleasure has been documented. Such findings have led to an increase in research focused on understanding teenagers' reading activities, however, reading activities are usually measured simply by time spent engaging with different text types (e.g., books, social networking sites, magazines); a more nuanced understanding of teenagers' experiences with these different text types is needed. Different texts offer teenagers different cognitive, social and emotional reading experiences, yet we do not understand teenagers' perspectives of these experiences. Working with the Scottish Book Trust, a Teenage Advisory Panel (n = 8) will be convened and led by the PhD student to inform and support the research throughout. A mixed methods research study will involve interviewing 45 teenagers (aged 13-16) about their cognitive, social and emotional experiences with different texts. This will help us to gain a comprehensive and nuanced understanding of the ways in which different text types offer and foster different reading experiences. Thematic analysis of the interviews will lead to the development of a new theoretical framework; this will inform the design of a questionnaire, administered to a representative sample of ~600 students (aged 13-16), to statistically examine developmental differences in teenagers' cognitive, social and emotional experiences and the relationship between their reading experiences and their reading habits, attitudes and skills. The project aims to study the widely cited steady decline in teenage reading engagement but from a novel approach - examining developmental differences in teenagers' reading experiences. Working close with the Scottish Book Trust throughout, the research will inform their programmes and resources to support teenage reading and tackle the drop-off. Furthermore, the methodological approach and research findings will have a significant impact on academic thinking and understanding in this area.

在过去的十年里，青少年的休闲阅读习惯发生了很大的变化，有证据表明，青少年的娱乐阅读减少了。这些发现导致了对了解青少年阅读活动的研究的增加，然而，阅读活动通常只是通过花在不同文本类型（例如，书籍，社交网站，杂志）上的时间来衡量；我们需要更细致地了解青少年对这些不同文本类型的体验。不同的文本为青少年提供了不同的认知、社会和情感阅读体验，但我们并不了解青少年对这些体验的看法。与苏格兰图书信托基金会合作，将召集一个青少年咨询小组（n = 8），由博士生领导，为整个研究提供信息和支持。一项混合方法研究将包括采访45名青少年（13-16岁），了解他们对不同文本的认知、社会和情感体验。这将有助于我们全面而细致地了解不同文本类型提供和培养不同阅读体验的方式。对访谈的专题分析将形成新的理论框架；这将为问卷的设计提供信息，对600名学生（13-16岁）的代表性样本进行调查，以统计方式检验青少年在认知、社会和情感体验方面的发展差异，以及他们的阅读体验与阅读习惯、态度和技能之间的关系。该项目旨在研究被广泛引用的青少年阅读参与度持续下降的现象，但采用了一种新颖的方法——检查青少年阅读经历的发展差异。通过与苏格兰图书信托基金会的密切合作，这项研究将为他们的项目和资源提供信息，以支持青少年阅读并解决下降问题。此外，方法方法和研究成果将对该领域的学术思维和理解产生重大影响。