Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110163
Title: 國小師生對紙本書與電子書閱讀偏好與館藏需求之研究
Printed book and E-book Reading Preference and Collections of Elementary School Teacher’s and Children’s
Authors: 陳昭珍
Chen, Chao-Chen
陳雅玲
Chen,Ya-Ling
Keywords: 電子書
閱讀行為
閱讀偏好
館藏需求
e-books
reading behavior
reading preferences
collection needs
Issue Date: 2020
Abstract: 數位時代下,電子資源、數位載具及閱讀服務日益增加,增進了數位閱讀多元性及便利性。因此,本研究欲深入瞭解國小師生對紙本書與電子書閱讀偏好及館藏需求,以作為國小圖書館在館藏徵集及閱讀推廣之參考。 本研究採量化與質性混合取向,以臺北市一所國小高年級學童及教師為研究對象,選定有相同內容的紙本書與電子書為研究素材,以問卷調查法及訪談法進行研究,共蒐集及分析有效問卷269份、14位高年級學童及6位國小教師受訪者,根據研究目的歸納及分析研究發現,從閱讀偏好及館藏需求二方面提出研究結論: 對於紙本書與電子書閱讀偏好分別為:(一)國小學童:多數學童於紙本閱讀頻率高於數位閱讀,認為紙本書與電子書特性是互補的,但紙本書比較適合長時間閱讀,對於電子書型態偏好動畫書或靜態書,閱讀時較喜歡使用智慧型手機或平板電腦於線上閱讀。相較之後,多數學童仍偏好閱讀紙本書,少數學童會因為電子書便利性或替代性而選擇電子書;(二)國小教師:紙本閱讀和數位閱讀頻率都高,且認為閱讀紙本書能沉浸閱讀且眼睛較為舒適,而電子書則是閱讀便利性較高;對於電子書型態則視個人喜好及目的性而各有所好,閱讀時較喜歡使用桌上型電腦或智慧型手機於線上閱讀。相較之後,教師於休閒閱讀時偏好紙本書,教學時因考量教學目的、圖書特性及取得便利性等因素,偏好使用電子書。 對於圖書館館藏需求、閱讀設備及服務方面分別為:(一)國小學童:1. 有八成學童認為兩種類型圖書都需提供;2. 有五成學童認為可提供平板電腦、桌上型電腦或視聽設備;3. 可提供圖書推薦、閱讀集點及電子書相關活動;(二)國小教師:1.以紙本書為主要館藏,但電子書也可提供;2. 提供平板電腦、桌上型電腦或電子書閱讀器;3. 可增加動態且具趣味性閱讀活動。 根據研究結論,對於國小圖書館提出建議:(一)館藏徵集:1. 紙本書館藏以趣味讀物、兒童文學及知識性圖書為主;2. 電子書館藏以暢銷書、英文書、歷史或故事性圖書為主;3. 妥善運用圖書經費,規劃且分配紙本書及電子書採購比率;4. 增加與外部數位資源的合作,提供小學生閱讀推薦書單。(二)閱讀設備:1. 增加桌上型電腦或平板電腦於數位學習或閱讀使用;2. 協調電腦教室支援圖書資訊利用教育課程;3.提供視聽設備或視聽空間。(三)閱讀服務:1. 持續辦理各項閱讀活動,增加圖書曝光率及借閱率;2. 規劃主題性及趣味性閱讀活動等動態性活動,以吸引學童參加並提高閱讀興趣;3. 建置兒童電子書資源推薦網站;4. 辦理電子書利用教育及電子書閱讀活動。
In the digital age, electronic resources, digital devices, and reading services are more and more increasing, to enhance the diversity and convenience of digital reading. Therefore, the goal of this study is to explore teachers' and students' reading preferences and collection needs on printed books and e-books in elementary schools. As a reference for acquiring library collection and reading promotion in the elementary school library. This research adopts a mixed approach to quantification and qualitativeness. It takes an elementary school student and teacher in Taipei city as the research object and selects printed books and e-books with the same content as the research materials. This study was collected 269 valid questionnaires and recruited 14 senior children and 6 elementary school teachers as research interviewees. According to the purpose of this study, the research conclusions were put forward in terms of reading preferences and collection needs: The reading preferences for printed books and e-books are as follows: (1) Elementary school students: Many students read more frequently on paper than digital reading. Printed books are more suitable for reading for a long time. Many students still prefer to read printed books. (2) Elementary school teachers: Teachers preferred printed books during leisure reading, and they preferred to use e-books in teaching due to factors such as teaching purpose, book characteristics, and convenience. The requirements for library collections, reading equipment, and services are as follows: 1. Elementary school students: (1) 80 % of students think that both types of books need to be provided; (2) 50% of students think that iPad, desktop computers or audiovisual equipment can be provided; (3) library should provide book recommendations, reading highlights, and related activities about e-book; 2. Elementary school teachers: (1)Printed books are the main collection, but e-books are also available; (2) To provide iPad, desktop computers or e-readers; (3) To add dynamic and fun reading activities. According to these results, some suggestions are made for the elementary school library: 1. Collection : (1) The collection of printed book is mainly interesting books, children's literature, and knowledge books; (2) The collection of e-book includes best-selling books, English books, history or storybooks; (3) Cost of using books properly, planning and distribution of printed book and e-books procurement ratio; (4) Increasing cooperation with external digital resources to provide recommended book lists to students; 2. Reading equipment: (1) Increase the use of desktop computers or iPad for digital learning or reading; (2) Coordinate computer classrooms to support educational courses for the usage of library information; (3) Provide audiovisual equipment or audiovisual space; 3. Reading services: (1) Ongoing various reading activities to increase book exposure and borrowing rate; (2) Plan for dynamic activities such as thematic and interesting reading activities to attract students to participate and enhance reading interest; (3) Set up a children's e-book resource recommendation website; (4) Conduct e-book use education and e-book reading activities.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0005153106%22.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110163
Other Identifiers: G0005153106
Appears in Collections:學位論文

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