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Candidate of Pedagogic Sciences, Docent, Chelyabinsk State Institute of Culture and Arts E-mail: gushuljulia@gmail.com
READERS AND READING: RELEVANT STUDIES AND PROJECTS IN THE CHELYABINSK STATE INSTITUTE OF CULTURE AND ARTS
Abstract. The digest covers a number of publications between 2017 and 2019 devoted to the problems of studying and promoting books and reading in the information society. Attention is focused on publications and the work of researchers who work within the framework of the scientific strategy of the Centre of Reading of the Chelyabinsk State Institute of Culture and Arts: E. Kacheva, D. Khafizov, IU. Gushul, and directly related to the problems of reading solved by the Centre: N. Beliaeva, T. Rubanova. Furthermore, we stressed that the Scientific School is in Russia (in Chelyabinsk) is examining modern readers of the Generation Z and current trends and developments in reading and studying in the world and particularly in Russia. The Head of the Centre of Reading is PhD V. Askarova. Multidisciplinary and polydisciplinary research has intensified in the last years, demonstrating the interest of the Russia scientific community on these issues (L. Zubanova, S. Sinetskii, V. Tsukerman, N. Beliaeva). This is a unique scientific school in Russia and its work focuses on the identification and analysis of historical, economic, social, psychological, pedagogical, librarian (and others) patterns and trends of reading in the era of digital culture. We noted that the Centre addresses the full range of issues devoted to readers, books and reading in the digital information society and that it has the capacity to assist libraries in setting priorities to strengthen and further develop their infrastructure. The last and most recent reflection on studying conducted by Centre of reading touches upon the foundation (V. Askarova, L. Zubanova (new big sociological researches and programms), S. Sinetskii, V. Tsukerman (state culture politics and programms), T. Rubanova (social media)) and sharing of action-derived (E. Kacheva, D. Khafizov, IU. Gushul) knowledge.
In addition to theoretical studies, a number of experimental programmes are under way, among them: «Reading of Russian youth in the century of digital technologies: incentives and practices» and «Reading of children and youth in the age of digital reality: actual formats of promotion of book culture» (V. Askarova, L. Zubanova), the Literary Project devoted to the R. Kipling tales, project «Time to read!» (E. Kacheva), «The Great Patriotic War in the History of My Family», «Reading as Arts» (IU. Gushul).
We stressed that further development of international and regional cooperation is of common interest and recognized the importance of the enhanced role of the Ural Centre on that part.
Keywords: study of reading, Centre of reading, Generation Z, projects of promotion of reading, relevant researches and methods study of reading, readers
For citing: Gushul IU. 2019. Readers and Reading: Relevant Studies and Projects in the Chelyabinsk State Institute of Culture and Arts. Culture and Arts Herald. No 3 (59): 103-111.
The study of modern readers and the trends in reading which had emerged in the XXI century are a strong research topic for the Scientific School led by professor Violetta Askarova (Chelyabinsk) [1-3]. This is the first and only Scientific School in Russia which was currently examining all aspects devoted to readers and reading from their paper history towards a digital future. This Scientific School is established in the Chelyabinsk State
Institute of Culture. The research and analytical work of the scientific group is designed to support the efforts of each member to find comprehensive solutions to interconnected challenges in historical, economic, social, psychological, pedagogical, librarian (and others) patterns and trends of reading.
Members of the Scientific School are both famous scholars in Russia and young masters
and bachelors, university and college students and we will present their work later in this article. They spend many years studying reading strategies, incentives, techniques, tricks etc. used by modern people. Much attention is given to the reading habits of children and young people. Philosophical, psychological, social, informational and gender have all been addressed in research and analysis, and in intergovernmental (Russia, Uzbekistan, Kazakhstan and others) discussions. As we can see, the research is multi-track and includes pedagogical, psychological, philosophical, sociological, bibliographic and library aspects. Because of the wide range of these activities in these areas, a large number of the School's projects are carried out within the framework of multilateral cooperation. So, psychologists, teachers, bibliographers, librarians, philologists, programmers, etc. all work in the Chelyabinsk Scientific School. Also much attention has been paid to educational activities and promoting public involvement. The linkage between different institutes and department includes scientific cooperation through meetings, conferences, workshops, the exchange of experts and training programmes. In terms of academic theory, we advocate free debate among different structures and schools of thought and the interaction of different perspectives. Such dialogue enabled an exchange of ideas and experiences, included in the pages of the scientific journals.
The digest of the last (2017-2019) Russian materials is presented in this article.
V. Askarova and L. Zubanova [3] (Chelyabinsk) write that information society, digital culture, the formation new readers with ever changing needs and demands, a major revision of communicate activities and practices - all of these call for increasing scientific efforts and building capacity for actualization and renewal of the research strategies which are devoted to the study and understanding of the new network space. Scholars list actual and prospective forms of book culture in the digital information society: 1) web-based literature as original content and digitalized literature as a version of printed matter; 2) e-libraries and portals; 3) traditional libraries in digital form: e-catalogs, online and
offline access, communication with readers by electronic means on the site, in blogs etc.; 4) literary forums and reader communities on social media, book tubes; 5) online-clubs, workshops, open lectures, discussion panels, webinars devoted to books and reading; 6) professional and amateur forms of book recommendations, for example publisher websites and book shop websites, writer's site and others. All of these should continue to identify and systematize [3, p. 96]. One of the main research themes today is identifying the most effective practices to promote reading activities. To this end, The Centre of Reading (V. Askarova) and The Institute of Cultural Policy and Project Management (L. Zubanova) of the Chelyabinsk State Institute of Culture began to develop programs in two major research areas: «Reading by Russian youth in the century of digital technologies: incentives and practices» and «Reading of children and youth in the age of digital reality: actual formats of promotion of book culture». The major priorities and the critical research areas are linked to the priority scientific direction Digital Humanities [3, p. 99-100].
The paper by S. Sinetskii, V. Tsukerman and V. Askarova [1] (Chelyabinsk) is devoted to the actual question of cultural policy in the field of promoting book culture. These scholars put emphasis on the activity of the systems of the state institutes of reading which use the soft methods to encourage reading. The close interaction «Entity - Entity» is the basis of work with actual and potential readers which uses various specific ways to influence. They notice that technologies of promotion and outreach, methods and means of social engineering, social planning and prediction, elements from management psychology are increasingly used in library work. And three scholars have contrasted the stimulation of reader activities in the non-institutional area and how it is exercised on the basis traditions, customs, values, habits and sentiments. Social environment is central here. Everyting is considered: families, immediate community-bound circles, subcultural groups and reader networks. The paper noted that both of these spheres -the system of the state institutes of reading and the non-institutional areaa - frequently collaborate, share work plans and strategies
and thereby reinforce and complement each other and are inseparable. I agree that the roles of both of those actors are complementary. In the end of the article S. Sinetskii, V. Tsukerman and V. Askarova also looked ahead to the future, making suggestions regarding what needs to be discussed: 1) identify the most effective incentives for promoting books and reading, resulting from the digital information society; 2) identify and analyse of the role of state and public authorities of infrastructure of reading; 3) study the non-institutional areas and institutes with programs of support for readers.
For example, the scholars study the processes of modern reading from a variety of angles. N. Beliaeva [4] (Orel) put forward for discussion the following questions: 1) reading on the Internet, 2) studies of the characteristics of Internet reading and 3) readers of fiction. In her opinion, some distinctive features of reading Internet fiction we can already reveal. They include the interaction of readers with the author of the work and/or among themselves and the possibility of an operational response to the work of the writer; hyper textualism -the use of hypertext technology for the independent creation of contents; and also building a personal path of a reading trajectory. She writes that reading in the Internet has a several advantages such as: it is a serious realistic option to a verbal equivalent which isn't available in a bookshop or a library what mean that it isn't universally accessible. And second -a reader of digital texts has an opportunity to create specific conditions (a character size / audio format) and to use various media on their own. Moreover, the Internet provides an opportunity for readers to embark on a communicative process devoted to discussing the text immediately, they can use e-mail, guest-books, online forums, chat and blogs. The scientist believes that the most likely creativity in reading is shown in two ways: on the one hand, readers reflect on a text through a prism of personal perception and reconstruct it in their mind by means of imagination, memory, intelligence in the course of creative working with the text. On the other hand, readers construct new meanings by means of creation of their own texts, their messages and comments. Services recommending feedback,
reviews and comments contribute to the increasing growth opportunities for readers. It highlights, therefore, that the important thing about reading in the Internet is trust in private opinions and observations. N. Beliaeva finds that the reader today implements new practices in the Internet by the motivation of the author and stimulation of literary work by means of micro patronage.
Another specialist E. Kacheva [7] (Chelyabinsk) discusses network library projects for promoting books and reading; for example the Literary Project devoted to the R. Kipling tales, project «Time to read!» etc. In her opinion,the main result on the outcome of the participating in such a network project is writing something yourself, a tale, essay or story. Participants can also make a geographic or literary map. Researchers believe that these divergent results from a reader's activity can encourage developing the competences and skills for balanced and lucid expression of their own ideas, feelings and emotions, especially by writing. In our view, of particular importance are the success stories she cites regarding the effectiveness of such expertise in shaping better programs for promoting reading. I think that these startling examples demonstrate the effectiveness of capacity-building of information literacy in typical network library projects. E. Kacheva's analysis proves that the concept has garnered the attention of the international community; that the librarian community has the ability to take collective actions promptly and effectively to address major challenges and application of network library projects for promoting books and reading may also be covered in various ways within extracurricular public awareness and educational activities. In my opinion, the value of the library's experience will also encourage the creation of networks and effective integration with the other institutional actors whose remits include the management of some treatment activities, such as teachers of educational courses or occupational training courses. Today we can conclude that some work has been done in educating these groups, and on several occasions the problem has been discussed by specialists in an effort to come up with a consistent library strategy that can be widely applied.
Among other things, the article by T Rubanova
[8] (Chelyabinsk) is devoted to that important problem. She analyzes the phenomenon of books and social networks and their participation in support of reading. The scolar presents the results of the analysis of reading support tools - Livlib.ru, Bookmix.ru: book calls and book marathons are the most effective from the point of view of reading promotion and the formation of positive skills at post-reading stage. The article characterizes the peculiarities of book promotion in YouTube and Instagram and gives examples of the most successful Russian-speaking booktubers. The article contains information about partnerships between publishing houses and book-trade systems with book social networks. T. Rubanova writes that book reviews are an efficient and effective manner for recommendations and the promotion of books. She notices that site or group moderators in that case seek to teach the participants to write correctly about their favorite books, initiate the meditation process, discuss reviews and create dialogues with members. Monitoring showed that the reviews can have fascinating, emotionally charged language and often are far more personalized (which is very good). In my opinion, emotional interaction is still a contributing factor. Among reviews you can find negative and and even harsh criticism (for example - a review of a bad story). Russian YouTube, on top of everything else, includes reviews devoted to the alternative and intellectual literature.
The article by our colleague D. Khafizov
[9] (Chelyabinsk) is devoted to film adaptations as social-cultural phenomenon, influencing the formation of the reader's fashion in the youth culture. It is especially relevant today, when visual information prevails in society, partly reducing the reading activity of the younger generation. This is why it is important to find points of interaction between text and its visual adaptations and to have an opportunity to make a reader out of a spectator, using film adaptation as a stimulus of the reference to literary sources. The analysis of this problem takes into account the position of R. Stam, who analyzes the phenomenon of film adaptation in the aspect of mutation processes. We also propose a scheme of mutational changes in the cultural product «book», built into
the process of fashion communication, which reflects the positive adaptation of the subject in the youth environment.
It is a fact, that a search of the most powerful instruments to promote books and reading is very important in the modern information society. And according to the research of V. Askarova and D. Khafizov, a significant factor is the impact on fashion reading, especially youth reading. D. Khafizov writes there are many different ways focused on how fashions are ever changing, trying to achieve the right balance between trends and classical literature with an innovative genre and selection of up-to-the-minute material. One of the most interesting and actual methods is to use film based on artistic work. Many scholars agree that it should be taken as an encouragement to take and read literature sources. And at the same time, a screen can open the world into the literature text as it creates something beyond our grasp early on. A film / book trailer can add new (for example modern) sensations to a well-known work of literature. And here the scholar sees an important task for librarians: to help a normal audience to become to an interested reader. The main idea of it is as follows - every artist has one person who is their private audience. Certainly, science and librarians face one critical challenge: how to spur and urge audiences to take a book for the first time or again and again after the movie, the challenge of choosing the right instruments for promoting a book from among the above menu of options. D. Khafizov finhas conducted strong empirical research on this topic, including surveys. He conducted interviews with 597 students from universities of the Chelyabinsk region (17-25 years old). 51 % respondents said that they prefer to read books and to see the film's interpretation. 30,8 % respondents said that the film's interpretation has a decisive influence on them choosing to read a book. But 35,3 % emphasize that cannot easily compared a book and a film, because each is an independent self-creative original work of art.
We believe that the problem of using the adaptation of literary works as a means of stimulating reader activity has been identified and requires further study. The topic should include the impact of film adaptation on the
formation of the reader's fashion, media consumption, the characteristics of the advertising impact on youth culture, etc. We can address the screening of a piece of literature as a process of visualization of a text by Generation Z individuals.
The scholar IU. Gushul (Chelyabinsk) studies Generation Z and the Theory of Generations. We must know our readers: their habits, attitude towards life, visions on the future human civilization, in order to put in place efficient communicative systems. Every generation has its own distinctive characteristics which must be taken into account. The focus should be more on the more recent approaches focusing on studying each generation, especially a young person and his active life position as distinctly different from other generations. By understanding the knowledge characteristics of each generations, each reader group can help to make the content of each library unique, distinct from the others. The practical implications of this expansive view of modern librarianship and promotion of a book and reading should be further examined with a view to articulating guidance on various scenarios. It is very important - to provide some guidance to libraries, to elaborate a comprehensive strategy for the stable development of the librarianship in the future.
IU. Gushul and E. Teslya in the article devoted to the several forms of library service in support of generation Z reading [6] give a short description of some psychological and personality traits of Generation Z, such as clip perception of information, hyperactivity, mobility (social, career, occupational, labour market, interfirm etc.) and others. This is generation which will work in a comprehensive digital environment. They, who are being raised in the digital age will serve as our bridge to the future.
This generation certainly needs special and innovative forms of library service (for example - different kinds of book promoting and reading options, novel methods of organization around leisure activities, open access to information resources, various forms of information literacy and of course the promotion of the development of information literacy and reading skills and their practical application). It is equally necessary to take into account transformations in readers' habits:
they now function on tighter schedules and consume information more rapidly, and their reading is more and more shaped by the web culture. It makes each person really special and unique and different.
After many observations, what we determined was that teachers often knew what to teach but they did not know how to teach modern children with so many vast abilities. I am sure librarians can help them in this activity. That is why new thinking and imaginative new ideas are now being proposed by university libraries. They also develop new kits for use with students and to support recreation. Only thinking on such a scale can we create future-proofed security guarantees. Librarians already work with every customer individually and can work out individual programs of reading and researching.
We use the library as a multifunctional centre to take classes, to give online lectures, to hold competitions, events, programs, symposia or other activities or initiate, organize and manage international cooperation activities in our work in the Chelyabinsk State Institute of Culture and Arts. For example, we pay much attention to projects and programs of promotion of reading especially books and texts devoted to local history and culture. We also work with very creative students - future dancers, artists and musicians. It is natural, therefore, that their abilities, characteristics and patterns of behavior also differ. We have projects devoted to information visualization and also book visualization. All of our projects are interdisciplinary and they help to form different important competencies of understanding and translation of both texts and content. In the following paragraphs we review some of the characteristics these projects.
One of these is our interesting and remarkable author's big project "History of the Country in the History of My Family" which includes the creation of an electronic collection "The Great Patriotic War in the History of My Village" and also the organization and running of the best story competition on this topic [5]. We hope we can continue it next year, the year of the anniversary of the end of the Second World war. We invite all interested persons to participate in this project.
The project is aimed at bringing in several information technologies to gather, store, distribute, analyse, visualize and disseminate crucial information on past, present and future. The creation of the electronic collection «The Great Patriotic War in the History of My Village» was the first idea in that anniversary project. It represents a valuable source of 'oral history' about the heroic past of our Troizk region, our Motherland and encourages consideration and the sincere well-earned respect for our veterans. Certainly, that work can and must be continue in the state, region and personal archives. We are sure that it may have important replication potential for other regions. Competitions for readers is an active and effective means of promoting reading. The organization and completion of the best story competition «The Great Patriotic War in the History of My Family» was our second idea and an international project which united peoples, united schoolchildren, students and their teachers from Russia, Kazakhstan, Uzbekistan, Belorussia and other states. Each participant had to talk about an ancestor and his role in the Great Victory on the 9th of May 1945. We have more than one hundred very wonderful, interesting essays and some of them we read with tears in our eyes. In our opinion, historians can also regard these essays as a valuable source of 'oral history' about the heroic past of our great country. Here we see the value in our creative project in the institute of culture and arts for scholar scientific community.
As we indicated earlier, generation Z need better visualization of information. We must apply information visualization to ideas and concepts. Possible library services are the visualization of information layers, overlay of information from different sources, spatial and temporal analysis of the information resources. Certainly, libraries already prepare information visualization: regional distributed digital local data bases or e-libraries with tools for information finding, for information extraction and reuse, and for transforming knowledge into intelligence. But young readers need to visualize to order to better understand texts. That's why our other project is "Reading as Arts" where we work with dancers, artists and musicians. We make a "live" book with the help theatre
(usually reading parts), musical illustration, drawings and paintings (illustrations for a text). For example, one of our projects is "Tango with a book". We want to present an opportunity for the promotion of books and reading through dance. We try to form new communicative languages through a united language of creative and motion. Language body and gestures and intonations can give a book content both original and unusual. A simple little motion in a dance and it's delivery - chopped, smooth, clear, blurry, barely noticeable or aggressive -helps to effectively convey author's message. Graphic, color, material as the canvas are the conceptual framework which can help to understand a text and to convey the message of the text and author's idea. One of our tasks in the project is the teaching of selected topics which should be promoted through texts, designs and characterizations. Our initiative concerns the development of new educational/ teaching formats, based on the use of different arts, their styles and genres in the method of teaching. Our project is also sensitive to all those concerned with the meaning and being able to correctly understand texts and content.
The purpose of our current work is the identification of the capacity of systematic information support for the library user as one stand of work in a scientific library. The authors have briefly characterized the external environment of a scientific library and highlighted some changes of libraries information technologies, in both cyberspace and social requirements. For example: open access, green way, gold way, Semantic Web, Big Data and Data Analitics, Data Science and others. As the causes of the next transformations of libraries work are identified, such as a transition to a new communications structure in a cyberspace, work priority with e-documents, supercomputer technologies, all of which are not merely a scientific sphere but demonstrable whenpeople begin to use them to solve applied tasks related to designing and manufacturing. Also cloud computing, cross-cutting technologies with a fundamental impact on the various sectors of society, culture and the economy - these are other topics to consider. In the article we specify that all of these trends can impact the readers within libraries. They
need to contribute to the regular updating of knowledge, to cope with this large data flow, to get additional expertise and/or resources and others achievements.
Further development of information society will drive radical changes in working with information and knowledge which have resulted in additional intellectual workloads in recent years. All of these trends will change readers and librarians at the same time.
The actual modern directions in the library work are: assisting in Grants program activities and with data collection methodologies and providing analytical support to the evaluation assignments, to helping users to deal with the multitude of choices and to select optimal delivery mechanisms, using of built-in tracking mechanisms to analyse and evaluate the needs of users, to assist users that work to provide information on improving data use. Moreover, visual analytics is part of the modern librarian work already. We are ready to cooperate and are open to dialogue with the international scientific and creative community, as a whole, to strengthen the integration process and to promote development in the Eurasian area. And we are also initiating creative and scientific projects for promoting books and reading and information exchange, organizing meetings and producing publications. We are ready to consider various culture and arts offers.
So, in this journal we highlighted some research devoted to the promoting books and reading which are held in the city of Chelyabinsk, in his Centre of Reading of Chelyabinsk State Institute of Culture and Arts. This is the main scientific Centre in Russia which brings together all interested players - provides an indispensable venue for dialogue and joint action, and especially brings together stakeholders from throughout the Ural region. Many scholars explore the full range of issues concerning book sand reading. PhD V. Askarova is the leader of the Centre of reading. Besides the theoretical paspect, the scholars also work on the practical side: we highlighted information on two examples of such projects. PhD IU. Gushul is leading the projects on studying reading. Ongoing
human resource development in relation to research and processes of modern reading is very important for Centre. Working together -from professor to bachelors and students - is therefore in the interests of all. It will ensure the continuity of the work of all predecessors and will explore new directions. Also, a new, large sociological research is scheduled for the near future. We are sure we have a good capacity for it. Finally, this digest summarises the importance of dissemination on the impact of projects is underlined.
References
1. Askarova V., Sinetskii S., Tsukerman V. 2018. Incentives for Reading in the System of Socio-Cultural Regulation of Reading Activity. Observatory of Culture; 15(5): 542-555. https://doi.org/10.25281/2072-3156-2018-15-5-542-555. (In Russ.).
2. Askarova V. 2018. Methodological aspects of studying the reading of modern youth. Izvestia Ural Federal University Journal. Series 3. Social And Political Sciences. Vol. 13, No 4 (182): 82-93. http://hdl. handle.net/10995/65998. (In Russ.).
3. Askarova V., Zubanova L. 2018. The study of children and youth read in the age of digital reality: relevant research and design strategies. Herald of Moscow State University of Culture and Arts. No 5: 93101. (In Russ.).
4. Beliaeva N. 2017. Reading fiction in the Internet: modern reader's practices studying. Culture and Arts Herald. No 2 (50): 47-52. (In Russ.).
5. Gushul IU. 2017. The best story competition as a means to actively promote reading. Culture and Arts Herald. No 3 (51): 145-151. (In Russ.).
6. Gushul IU., Teslia E. 2018. Forms of library service in support of generation Z reading. Culture and Arts Herald. No 3 (55): 54-63. (In Russ.).
7. Kacheva E. 2017. The role and place of network library projects in the educational process of the school. Culture and Arts Herald. No 2 (50): 61-69. (In Russ.).
8. Rubanova T. 2018. Support of reading in books social networks environment. Culture and Arts Herald. No 3 (55): 45-53. (In Russ.).
9. Khafizov D. 2017. From the spectator - to the reader: book's film version as a means of young readers fashion formation. Culture and Arts Herald. No 3 (51): 91-98. (In Russ.).
Received 08.09.2019
Ю. В. Гушул
кандидат педагогических наук, доцент, Челябинский государственный институт культуры E-mail: gushuljulia@gmail.com
Чтение и читатель: актуальные научные исследования
и научно-исследовательские проекты в Челябинском государственном институте культуры
Дайджест освещает ряд публикаций 2017—2019 гг., относящихся к проблематике изучения и продвижения книги и чтения в информационном обществе. Акцентировано внимание на публикациях и деятельности исследователей, работающих в рамках Центра чтения Челябинского государственного института культуры (Е. Качевой, Д. Хафизова, Ю. Гушул), а также имеющих непосредственное отношение к решаемым Центром проблемам чтения (Н. Беляевой, Т. Рубановой). Подчеркнуто, что изучение современного читателя и актуальных тенденций чтения в информационном обществе происходит в рамках читателеведческой школы В. Я. Аскаровой, в которой в последние годы значительно активизировались полидисциплинарные исследования (публикации в соавторстве с Л. Б. Зубановой, С. Б. Синецким, В. С. Цукер-маном). Отмечено, что это уникальная научная школа, направленная на выявление исторических, экономических, социальных, психологических, педагогических, библиотечных аспектов чтения в эпоху цифровой культуры.
В анализируемых работах выделены некоторые смысловые акценты, отличающие деятельность конкретного исследователя в целом. В основополагающих публикациях В. Я. Аскаровой, Л. Б. Зубановой, С. Б. Синецким, В. С. Цукерманом спрогнозированы векторы развития читателеведческих исследований. В частности, В. Я. Аскаровой и Л. Б. Зубановой определены актуальные направления изучения поколения Z и появляющихся форм книжной культуры цифровой эпохи, которые легли в основу идеи проведения масштабных исследовательских проектов (отмечено, что программы разрабатываются). С. Б. Синецким, В. С. Цукерманом и В. Я. Аскаровой рассмотрены вопросы взаимодействия государственных и негосударственных институтов поддержки и продвижения чтения, даны векторы координации и взаимообогащения обеих систем.
Н. Беляева (г. Орел) исследует чтение в Интернете, выделяя его преимущества и риски, подчеркивая, что сегодня сам читатель провоцирует возникновение новых читательских практик, которые следует выявлять и изучать. Е. Качева сделала анализ локальных программ и интернет-проектов продвижения чтения, положительных и проблемных вопросов их внедрения в практику. Т. Д. Рубанова также обосновала возможности поддержки чтения в книжных социальных сетях, отметив потенциал разговора о чтении в пространствах YouTube и Instagram. Д. Хафизов рассказал о главных результатах авторского социологического исследования, держа в поле зрения вопросы отношения поколения Z к читательской моде, моде на чтение, выбору книги. Также внимание было акцентировано на возможности экранизации литературного произведения и отношении к ней молодых читателей. Ю. Гушул проанализировала возможности, итоги и перспективы авторских проектов по продвижению чтения, которые позволяют выявлять отличительные черты, влияющие на характер чтения и процессы восприятия, а кроме этого дала характеристику поколения Z, раскрыла его требования к процессам чтения и его продвижения.
В завершение в дайджесте представлена краткая характеристика деятельности центра и его потенциал.
Ключевые слова: изучение чтения, центр чтения, поколение Z, проекты по продвижению книги и чтения, читатель, программа изучения чтения
Для цитирования: Гушул, Ю. В. Чтение и читатель: актуальные научные исследования и научно-исследовательские проекты в Челябинском государственном институте культуры [= Gushul IU. Readers and Reading: Relevant Studies and Projects in the Chelyabinsk State Institute of Culture and Arts] / Ю. В. Гушул // Вестник культуры и искусств. — 2019. — № 3 (59). — С. 103—111. (На англ. яз.).
1. Аскарова, В. Я. Стимулы чтения в системе социокультурной регуляции читательской деятельности / В. Я. Аскарова, С. Б. Синецкий, В. С. Цукерман // Обсерватория культуры. — 2018. - № 15 (5). - С. 542-555.
2. Аскарова, В. Я. Методологические аспекты изучения чтения современной молодежи / В. Я. Аскарова // Известия Уральского федерального университета. Серия 3, Общественные науки. — 2018. - Т. 13, № 4 (182). - С. 82-93.
3. Аскарова, В. Я. Изучение детского и юношеского чтения в эпоху цифровой реальности: актуальные исследовательские и проектные стратегии / В. Я. Аскарова, Л. Б. Зубанова // Вестник Московского государственного университета культуры и искусств. - 2018. - № 5 (85). - С. 93-102.
4. Беляева, Н. Е. Чтение художественной литературы в Интернете: изучение современных читательских практик / Н. Е. Беляева // Вестник культуры и искусств. - 2017. - № 2 (50). -С. 47-52.
5. Гушул, Ю. В. Конкурс на лучшее эссе как инструмент продвижения чтения / Ю. В. Гушул // Вестник культуры и искусств. - 2017. - № 3 (51). - С. 145-151.
6. Гушул, Ю. В. Сервис-ориентированные технологии библиотечно-библиографического обслуживания и поддержки чтения поколения Z / Ю. В. Гушул, Е. В. Тесля // Вестник культуры и искусств. - 2018. - № 3 (55). - С. 54-63.
7. Качева, Е. В. Роль и место сетевых библиотечнсых проектов в образовательном процессе школы / Е. В. Качева // Вестник культуры и искусств. - 2017. - № 2 (50). - С. 61-69.
8. Рубанова, Т. Д. Поддержка чтения в пространстве книжных социальных сетей / Т. Д. Рубанова // Вестник культуры и искусств. - 2018. - № 3 (55). - С. 45-53.
9. Хафизов, Д. М. От зрителя - к читателю: экранизация книги как средство формирования читательской моды в молодежной среде / Д. М. Хафизов // Вестник культуры и искусств. - 2017. -№ 3 (51). - С. 91-98.
Получено 08.09.2019
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