Notice bibliographique
Résumé
Purpose of the Study Tom Peters recently proclaimed that the future of reading is very much in doubt, stating, this century, reading could soar to new heights or crash and burn. (1) However, although adult book sales are in decline, teens are buying books at a record rate. Publishers Weekly/Institute for Publishing Research (PW/IPR) Book Sales Index reports that although adult trade sales are expected to fall by 4 percent in 2009, juvenile and teen book sales are expected to increase by 5.1 percent. (2) Although teens represent the future of reading, very little is known about their reading habits or what influences their reading choices. The research study discussed in this paper examines the role of recreational or pleasure reading in the lives of 12 to 15-year old residents of the Halifax Regional Municipality, Nova Scotia, Canada. The study as a whole was guided by three key research questions concerning the pleasure reading habits of young teens: 1. What role does reading for pleasure fill in the lives of young teens (ages 12 to 15)? 2. What are the main barriers to reading for this age group? 3. What are the main motivators to reading for this age group? This paper describes one particular aspect of the broader study: the role of peer influences in supporting or motivating teens' recreational reading habits. Literature Review Reading Motivation Several researchers have observed that children and teens whose parents are nonreaders are more likely to be nonreaders themselves. (3) Heather also noted that a tendency to share books with friends was a positive encouragement for pleasure reading. (4) Several researchers have attempted to identify factors that motivate teens and adults to maintain the pleasure reading habit. In her year-long study of class of American seventh-grade students, Beers classifies participants as dormant readers, uncommitted readers, unmotivated readers, and avid readers. (5) Similarly, in her study of Australian youth and their reading habits, Nieuwenhuizen identifies four parallel classes of teen readers. (6) Both Beers and Nieuwenhuizen explore the characteristics shared by members of the avid reader group and conclude that avid readers tend to have the most highly educated parents and the greatest amount of preschool exposure to books and reading. Beers and Nieuwenhuizen also note the importance of freedom of choice as a key motivating factor; subjects in both studies disliked assigned reading and preferred to select their own reading materials, which were often comics or magazines. These conclusions are consistent with those of Krashen, who stresses that three factors are key motivators of pleasure reading: free choice, opportunity for recreational reading, and access to preferred materials. (7) Everyday Life Information Seeking Research into teen everyday life information seeking (ELLS) yields some relevant findings. Poston-Anderson and Edwards asked twenty-eight teen girls about the role of information in helping them deal with their life concerns. (8) Few of the participants believed that libraries could help them solve their problems, and they turned to family, friends, or teachers for information instead. In a later study examining how teen girls find information about jobs and education, Edwards and Poston-Anderson found that their subjects performed little or no formal information seeking; instead, they turned to their mothers and, significantly less often, to their fathers, for advice. (9) Julien's examination of Canadian teens' information-seeking for career decisionmaking showed a similar pattern: the teens in her study felt overwhelmed by decisionmaking and did not know where to turn to get information or even what questions to ask to obtain the information they wanted. (10) Latrobe and Havener conducted a study of the information-seeking behavior of eighteen eleventh graders in six categories of information need: course-related activities, current lifestyles, future plans, relations with others, health, and general information (current events, politics, religion, etc. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,015 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,007 | 0,006 |
| Études des sciences et des technologies | 0,002 | 0,003 |
| Communication savante | 0,004 | 0,005 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».