文章摘要

李武,杨飞,毛远逸,刘宇.图书馆阅读推广人角色研究:类型构成、前置因素和后续影响[J].中国图书馆学报,2020,(3):73~87
图书馆阅读推广人角色研究:类型构成、前置因素和后续影响
The Roles of Reading Promoters in Libraries: Dimensions,Antecedents and Consequences
投稿时间:2019-11-18  修订日期:2019-12-19
DOI:
中文关键词: 阅读推广  阅读推广人  图书馆服务  角色研究
英文关键词: Reading programs  Reading promoters  Library service  Role study
基金项目:本文系国家社会科学基金重大项目“图书馆阅读推广理论与实践研究”(编号:18ZDA325)和国家社会科学基金一般项目“社会化阅读对在线社会资本和知识构建的影响研究”(编号:19BXW019)的研究成果之一
作者单位
李武 上海交通大学媒体与传播学院 上海200240 
杨飞 上海交通大学媒体与传播学院 上海200240 
毛远逸 上海交通大学媒体与传播学院 上海200240 
刘宇 上海交通大学媒体与传播学院 上海200240 
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中文摘要:
      阅读推广已经成为图书馆的主流服务,但作为阅读推广主体的阅读推广人在实践中仍然存在角色模糊的问题,这在一定程度上制约了阅读推广人的专业化发展。本文在借鉴公关人员角色和团队成员角色研究的理论视角和实证研究的基础上,采用混合研究方法,试图明确图书馆阅读推广人角色的类型构成,并分析其前置因素和后续影响。研究发现,当前图书馆阅读推广人的角色类型包括组织联络、宣传评估、调研策划、现场主导和内部辅导;这一角色分类体现了从管理者到混合型再到技工的连续体,其中组织联络位于管理者一端,宣传评估位于技工一端,调研策划因其典型的混合型特点位于中间位置,而现场主导和内部辅导这两个角色则可能位于该连续体的其他任何中间位置;除了性别和学科背景之外,职称、所在图书馆的类型、图书馆所处地域和工作性质对图书馆阅读推广人的角色类型都有一定的影响,而这些角色类型又在很大程度上影响他们对角色重要性的认知和对工作满意度的评价。本研究可为图书馆培养阅读推广人提供参考。图1。表6。参考文献47。附录1。
英文摘要:
Although reading promotion programs have become one of the main services in today's libraries,there is still a great deal of ambiguity surrounding the role of reading promoters,which severely restricts the professional development of this field However,this issue has received little research attention Drawing upon the past research examining the roles of public relations practitioners and team members,the present study adopted an empirical approach to identifying the roles of reading promoters in libraries and exploring their antecedents and consequences Specially,the study aims to answer three questions:1)What are the dimensions or types of the roles of reading promoters in libraries? 2)What personal and organizational characteristics will influence the degree of librarians participation in different roles? 3)Will the degree of librarians participation in different roles predict their perception of role importance and job satisfaction?
The target population of this study is librarians who have been involved in at least one reading promotion program Given the fact that there are no established scale measures for reading promoters roles,we started with a focus group study and used the results to construct a questionnaire for the subsequent larger-scale online survey The survey was conducted over two weeks in March 2018,and 554 valid samples were collected Data analyses were conducted in several steps with SPSS 220 Firstly,a split-half validation procedure was used to evaluate and then confirm the dimension structure Using both exploratory and confirmatory factor analyses,the study shows that in the current practice,the roles of reading promoters include organization-liaison,promotion-evaluation,investigation-planning,on-site leading,and internal counseling Beyond that,the regression analyses indicate that a reading promoter's professional title as well as the type (public libraries,academic libraries or school libraries)and location (in first-tier city-located or non-first-tier city)of the libraries they work at can predict how much they are involved in their different roles Additionally,their degree of participation significantly influences their perception of role importance and job satisfaction respectively.
This study and its findings fill a gap in the current literature and help us better understand the roles of reading promoters in libraries The different roles established in the current study,to a great extent,reflect the continuum nature of the professional job of a reading promoter,which ranges from managerial to mixed to technical work Among them,organization-liaison lies at the managerial end,promotion-evaluation at the technical end,and investigation-planning falling in the middle due to its mixed nature,whereas the other two roles may fall on any point of the continuum Furthermore,the results,particularly those concerning the antecedents and consequences of different roles,provide insightful direction for future training and the development of reading promoters working in libraries 1 fig 6 tabs 47 refs. 1 attached tab.
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