“互联网+”时代高校图书馆数字阅读推广策略

随着现代信息技术的不断发展,短视频受到大众的热烈追捧,因为它播放时长短、内容完整、信息密度大,很适合当前读者“移动化”、“碎片化”的媒介阅读习惯,已成为新媒体时代发展最早的推广模式。本文简单介绍短视频的概念、特点,结合本院校在数字阅读活动中利用视频开展各项活动的情况,分析、探讨短视频在图书馆数字阅读推广中如何应用,并针对问题提出解决方案。     

网络环境下地方图书馆文献资源阅读推广平台构建研究

在地方图书馆文献资源阅读推广过程中,无法处理稀疏性强的高维数据,使得最终推广结果的F1值较低。因此,构建地方图书馆文献资源阅读推广平台。首先,选择网络最大影响节点作为网络推广的核心,计算出地方图书馆文献资源热度。其次,集成用户行为数据构建用户画像,提取用户画像特征词。最后,计算用户画像特征词变量与文献资源变量之间的最大互信息系数,得出平台文献资源阅读个性化推广结果。测试结果表明,应用该平台后,推荐结果的F1值为0.8,基本满足文献资源个性化推广要求。     

军校图书馆阅读推广活动创新研究

本文阐述了阅读的重要性、必要性以及军校学员现阶段的阅读现象,并从多角度分析了学员阅读下降的原因,以及影响读者阅读的各种因素,探讨了军校学员阅读的途径与对策。     

图书馆研究型阅读推广模式探讨——以海南省委党校图书馆为例

阅读推广是图书馆的重要服务方式,全球范围的阅读推广已走过18个年头,但以教学科研人员为参与主体的研究型阅读推广,尚未引起业界的重视。本文以海南省委党校图书馆研究型阅读推广的实践为例,探讨了研究型阅读推广模式及其意义。     

高校图书馆阅读推广所存在的问题与策略研究

分析了当代大学生阅读现状并指出高校图书馆阅读推广存在的问题,最后从成立常设阅读推广组织机构、建立完善阅读推广评价体系和合作机制、合理设计阅读推广活动周期和建立长效阅读推广机制、不断丰富阅读推广活动主题和拓展阅读推广渠道等四方面提出推进高校图书馆阅读推广的策略。总结阅读推广是高校图书馆的职责所在,应该采用多元化的阅读推广策略。     

数字阅读时代高校图书馆服务创新探讨

随着网络技术的日臻成熟,各种智能设备改变了大学生的阅读方式。数字阅读逐渐代替传统的纸质阅读,成为大学生阅读之首选,可以不用去图书馆借阅,随时随地进行阅读。在此情形下,高校图书馆过去的服务模式必将受到前所未有的挑战,进行服务创新就成为高校图书馆继续发展的必由之路。     

高校图书馆数字资源利用问题剖析

随着数字资源日益增加,数字资源在高校教学、科研中作用日趋突出,文章在明确图书馆数字资源含义的基础上,针对我国高校图书馆数字资源利用存在的问题,提出提高图书馆数字资源利用的有效措施,使图书馆数字资源利用达到最大化,从而最大限度地发挥图书馆的作用。     

互联网+背景下职业院校图书馆阅读推广促进策略

职业院校的图书馆阅读推广,是知识与文明传播的主要途径,更是提高教学质量的有效策略.作为职业院校,就要紧跟时代发展,充分利用互联网信息技术,创新阅读推广模式与方法,搭建多元平台与空间,满足全体师生的实际需求.     

高校图书馆特色数字资源管理系统的设计与实现

建设特色数字资源是高校图书馆日常工作的重要内容,特色是数字资源建设的关键。高校图书馆通过建设特色数字资源,整合现有的信息资源。对其发展而言既是机遇也是挑战。本文从华软学院图书馆特色数据库建设的实际情况出发,对特色数字资源系统的设计进行了分析和研究。     

Language learners' digital literacies: Focus on students' information literacy and reading practices online

The widespread use of technology and the Internet have changed many of language learners' everyday practices, including literacies. While there have been many studies with the focus on language learners' digital literacies, few, however, have explored language learners' digital information literacy and online reading practices with the use of social bookmarking tools, especially in a community college setting. We address this gap by investigating community-college language learners' digital literacies when social bookmarking with the focus on digital information and online reading practices from an ecological perspective. In this qualitative multiple-case study, the focal participants were five English learners, students in an English as a Second Language writing course in a community college in the northeastern United States. Data collection included interviews, observations, and researchers' e-journals. Thorough within- and cross-case analysis of data shows that language learners searched for digital texts and evaluated them based on relevance, reliability, interest, language, and importance for them and their learning community in the social bookmarking tool. The participants struggled with the number of results in search engines, keywords, and evaluation of digital texts for relevance and reliability. We show the need for more instruction, support, and guidance of language learners' digital information literacy practices as well as the benefits of providing students with opportunities to read digital texts. Our suggestions for future research include investigating the role of multimodality and other factors that influence language learners' evaluation practices when they look for and read information online.     

A cluster-randomized trial measuring the effects of a digital learning tool supporting decoding and reading for meaning in grade 2

A large-scale, cluster-randomized controlled field trial (N_classrooms = 47; N_students = 1,013) assessed the impact of a digital text-to-speech reading material that supported 8-year-olds’ decoding and reading comprehension. An active control group used the most prevalent Danish learning material with a research-based systematic, explicit phonics approach supporting primarily decoding. The digital tool allows children to read unfamiliar text for meaning. Students are supported in mapping between orthography and phonology by three levels of text-to-speech support and in identifying spelling patterns. The risk of students overusing text-to-speech was countered by postponing access to having words read aloud by directing students towards identifying and training relevant orthographic patterns before activating text-to-speech. Results showed no statistically significant difference in decoding, but treatment improved reading comprehension. The study demonstrates how digital tools can facilitate strengthening students' decoding skills as efficiently as a traditional phonics-based programme while students are reading text of relatively high orthographic complexity for meaning.     

A model of online reading engagement: Linking engagement,navigation, and performance in digital reading

A model of online reading engagement is outlined. This model proposes that online reading engagement predicts dedication in digital reading. Dedication in digital reading according to the model is reflected in task-adaptive navigation, and task-adaptive navigation predicts digital reading performance over and above print reading skill. Information engagement is assumed to positively predict task-adaptive navigation, while social engagement is assumed to negatively predict task-adaptive navigation. These hypotheses were tested using OECD PISA 2009 Digital Reading Assessment data from 17 countries and economies (N = 29,395). Individual task responses served as the primary unit of analysis. Linear mixed models were used to predict navigation behavior from the interaction of information and social online reading engagement with navigation demands. High information engagement was associated with more task-adaptive navigation behavior, as shown by significant positive interactions between information engagement and tasks’ navigation demands. In contrast, high social engagement was associated with less adaptive navigation behavior, as shown by negative interactions between social engagement and navigation demands. Generalized linear mixed models were used to predict task performance by the interaction of navigation demands and navigation behavior. Adaptive navigation behavior predicted digital reading task performance, as shown by significant interactions between navigation behavior and navigation demands. These results are in support of the proposed model of online reading engagement.     

基于图像处理的高精度仪表判读方法

提出了用图像技术对高精度指针式仪表自动判读的方法,关键问题是视差的检测和仪表图像坐标系统与仪表读数跟踪系统之间坐标的转换。采用脊波提取仪表图像中的直线,利用图像信息控制数控系统动作。实验表明:该读数方法绝对误差为零,非常适合于高精度指针式仪表自动跟踪判读。     

用VPN技术实现高校图书馆之间数字资源的共享

简介了VPN技术，并从技术的角度论述了如何用VPN技术实现高等院校之间数字化镜像资源的共建与共享．对共建共享中的组织协调、资源配置等问题也做了初步的探讨。     

Learning English reading in a mobile-assisted extensive reading program

Previous studies on Extensive Reading Programs (ERPs) have reached positive conclusions, namely, that an ERP for language learners is effective in improving their linguistic abilities related to reading and promoting their motivation and attitudes toward reading. Current mobile devices, even though suitable for reading, have not yet been applied to develop language learners' linguistic proficiency and affective abilities in any ERP. The aim of the present study was to address this gap in literature by investigating the effects of using mobile tablet PCs in an online ERP on adolescent English learners' online activities, reading ability and users' perceptions. Two intact classes taught by a same English teacher in a senior high school in Taiwan were recruited to participate in a ten-week online ERP. One class was assigned to the mobile group reading their assignments on their tablet PCs and the other, the PC group, reading theirs on desktop PCs. During the online ERP, each class dedicated one class period every week for in-class reading and the participants in both classes were encouraged to read as many as possible after the class period. The results favored the mobile group who not only outperformed the PC group in online activities and reading achievement but also showed greater appreciation of the online ERP than their PC counterparts. The study also proposed two directions for future studies on mobile-assisted reading. They included learners' studying textbooks and their reading strategies on mobile devices.     

用VPN技术实现高校图书馆之间数字资源的共享

简介了VPN技术,并从技术的角度论述了如何用VPN技术实现高等院校之间数字化镜像资源的共建与共享,对共建共享中的组织协调、资源配置等问题也做了初步的探讨。     

Orchestrating the XO computer with digital and conventional resources to teach mathematics

Recent research has suggested that simply providing each child with a computer does not lead to an improvement in learning. Given that dozens of countries across the world are purchasing computers for their students, we ask which elements are necessary to improve learning when introducing digital resources into the classroom. Understood the orchestration as the coordination of conventional and digital resources, we examine whether effective resource orchestration improves student learning. To do so, an 8‐month study was undertaken across 17 schools in Uruguay, involving 544 fourth grade students. A treatment group worked under an orchestrated strategy, while a control group followed the national strategy, which includes the One Laptop per Child Computer (XO). Our study confirmed that the national strategy alone is capable of producing significant progress in student learning. However, we also found that the orchestration produces a statistically significant improvement in the results when compared to the control group. The main finding indicates that when teachers have an orchestrated strategy to integrate digital and non‐digital resources, student learning is enhanced in relation to the curricular objectives. Finally, we discovered that learning is improved in the treatment group when there is systematic use of resources, and when the school's infrastructure facilitates the use of the technology.     

数控技术专业数字化资源库建设探究

在现代技术教育不断发展的时期,职业教育呈现出自身独特的办学特色,以为社会培养众多的高技能型人才为其发展的目标.文章对职业院校数控技术专业数字化资源库的有效建设作了控究.