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Статті в журналах з теми "Information reading"

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Автор: Grafiati

Опубліковано: 30 травня 2022

Оновлено: 31 травня 2022

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1

Dzhaparidze, K. G., L. V. Devadze, D. P. Maisuradze, and N. O. Sepashvili. "Nondestructive information reading method." High Energy Chemistry 43, no. 7 (December 2009): 527–28. http://dx.doi.org/10.1134/s0018143909070029.

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2

Savolainen, Reijo. "Sharing information through book reviews in blogs." Journal of Documentation 76, no. 2 (December 3, 2019): 440–61. http://dx.doi.org/10.1108/jd-08-2019-0161.

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Анотація:

Purpose The purpose of this paper is to contribute to research on information sharing by drawing on the reader-response theory developed by Louise Rosenblatt. To this end, information sharing is approached by examining how bloggers communicate their reading experiences of fiction and non-fiction books. Design/methodology/approach The conceptual framework is based on the differentiation between efferent and aesthetic reading stances specified by Rosenblatt. The efferent stance directs attention to what is to be extracted from reading for instrumental purposes such as task performance. The aesthetic stance focuses on what is being lived through during the reading event. Rosenblatt’s framework was elaborated by specifying eight categories of efferent reading and six categories of aesthetic reading. The ways in which bloggers communicate their responses to such readings were examined by scrutinising a sample of 300 posts from two book blogs. Findings The bloggers mainly articulated responses to efferent reading by sharing information about the content of the reviewed books, as well as their strengths and weaknesses. Responses to aesthetic reading were mainly articulated by describing how the bloggers experienced the narrative, what kind immersive experiences they had and what kind of emotions were felt during the reading process. Research limitations/implications As the study is explorative in nature and focusses on a sample of blog posts, the findings cannot be generalised to depict how people share their responses to efferent and aesthetic reading in social media forums. Originality/value The paper pioneers by examining the potential of Rosenblatt’s theory in the study of sharing information about reading experiences in book blogs. The findings demonstrate that the categories of efferent and aesthetic reading can be elaborated further for the needs of information behaviour research.

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3

Hawkins, Donald T. "Online information retrieval reading list." Journal of the American Society for Information Science 37, no. 4 (July 1986): 220–21. http://dx.doi.org/10.1002/(sici)1097-4571(198607)37:4<220::aid-asi7>3.0.co;2-t.

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4

Miller, Barbara. "Online information retrieval reading list." Journal of the American Society for Information Science 38, no. 4 (July 1987): 307. http://dx.doi.org/10.1002/(sici)1097-4571(198707)38:4<307::aid-asi12>3.0.co;2-d.

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5

Samuels, S. Jay. "Information Processing Abilities and Reading." Journal of Learning Disabilities 20, no. 1 (January 1987): 18–22. http://dx.doi.org/10.1177/002221948702000104.

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6

Haberlandt, Karl, and Arthur C. Graesser. "Buffering new information during reading." Discourse Processes 12, no. 4 (October 1989): 479–94. http://dx.doi.org/10.1080/01638538909544741.

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7

Palmer, John, Colin M. MacLeod, Earl Hunt, and Janet E. Davidson. "Information processing correlates of reading." Journal of Memory and Language 24, no. 1 (February 1985): 59–88. http://dx.doi.org/10.1016/0749-596x(85)90016-6.

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8

Cedergren, Robert, Henri Grosjean, and Bernard Larue. "Primordial reading of genetic information." Biosystems 19, no. 4 (January 1986): 259–66. http://dx.doi.org/10.1016/0303-2647(86)90002-x.

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9

MORITA, Kazumoto, and Hisakazu SUZUKI. "Information Acquisition Amount When Reading Display Information Repeatedly." Transactions of the Society of Instrument and Control Engineers 36, no. 2 (2000): 211–19. http://dx.doi.org/10.9746/sicetr1965.36.211.

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10

Shenton, Andrew Kenneth. "Reading in information behaviour and information literacy frameworks." Collection and Curation 37, no. 2 (April 3, 2018): 60–64. http://dx.doi.org/10.1108/cc-04-2017-0013.

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11

Davis, Terry C., Joseph A. Bocchini, Doren Fredrickson, Connie Arnold, E. J. Mayeaux, Peggy W. Murphy, Robert H. Jackson, Nora Hanna, and Martha Paterson. "Parent Comprehension of Polio Vaccine Information Pamphlets." Pediatrics 97, no. 6 (June 1, 1996): 804–10. http://dx.doi.org/10.1542/peds.97.6.804.

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Анотація:

Background. Medical information pamphlets often are written using language that requires a reading level higher than parents of many pediatric patients have achieved. Anecdotal reports suggest that many parents may not readily understand the federally mandated Public Health Service vaccine information pamphlets prepared by the Centers for Disease Control and Prevention (CDC) in 1991. The level at which the pamphlets need to be written for low-reading-level parents is undetermined, as is whether parents reading at higher levels will accept low-reading-level materials. Methods. To determine whether a simple pamphlet prepared at a low reading level using qualitative and adult education techniques would be preferable to the available CDC polio vaccine information pamphlet, we conducted an integrated qualitative-quantitative study. We compared the parent reading time and comprehension of a simplified pamphlet (Louisiana State University, LSU) comprising 4 pages, 322 words, 7 instructional graphics, and a text requiring a 6th grade reading ability with the equivalent 1991 CDC vaccine information pamphlet comprising 16 pages, 18,117 words, no graphics, and a text requiring a 10th grade reading level. We measured the reading ability of 522 parents of pediatric patients from northwest Louisiana seen at public clinics (81%) and in a private office (19%). Of the entire group, 39% were white, 60% African-American, and 1% Hispanic; the mean age was 29 years; the mean highest grade completed was 12th grade 3 months; and the reading level was less than 9th grade in 47% of parents and less than 7th grade in 20%. After parents were given one of the pamphlets to read, their reading time, comprehension, and attitude toward the pamphlet were measured. Results. Mean comprehension was 15% lower for CDC than for LSU (56% vs 72% correct; P < .001) and reading time was three times longer for CDC than for LSU (13 minutes 47 seconds vs 4 minutes 20 seconds; P < .0001). These trends were significant for parents reading at all but the lowest levels. Mean comprehension and reading time did not differ among parents reading at the third grade level or less. However, mean comprehension was greater and reading time lower for LSU among parents at all reading abilities greater than the third grade. Parents in the private practice setting took the longest time to read the CDC (20 minutes 59 seconds vs 5 minutes 46 seconds, LSU), yet their comprehension on the LSU was significantly higher than on the CDC (94% vs 71%; P < .0001). Two focus groups of high-income parents were unanimous in preferring the LSU. Conclusions. A short, simply written pamphlet with instructional graphics was preferred by high- and low-income parents seen in private and public clinics. The sixth grade reading level appears to be too high for many parents in public clinics; new materials aimed at third to fourth grade levels may be required. The new 1994 CDC immunization materials, written at the eighth grade level, may still be inappropriately high. The American medical community should adopt available techniques for the development of more effective patient-parent education materials.

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12

Trott, Barry, and Martin Goldberg. "Extracurricular Reading." Reference & User Services Quarterly 51, no. 3 (March 1, 2012): 231–34. http://dx.doi.org/10.5860/rusq.51n3.231.

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13

Rothbauer, Paulette M., and Lucia Cedeira Serantes. "Reading time: exploring the temporal experiences of reading." Journal of Documentation 78, no. 1 (September 30, 2021): 113–28. http://dx.doi.org/10.1108/jd-11-2020-0200.

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Анотація:

PurposeThe purpose of this paper is to explore various concepts of time and temporal dimensions in the context of everyday reading experiences.Design/methodology/approachThe study uses theoretical bricolage that puts existing reading research into conversation with theories of time and temporalities.FindingsThree registers of time in reading are put forward: (1) libraries and books as places that readers return to again and again over time, (2) temporalized reading bodies and (3) everyday reading as a temporalized practice.Research limitations/implicationsUsing lenses of time and temporalities, everyday reading is shown to be central to ways of being in time. Subjectives experiences of time in the context of reading expand the limited ways that time is presented in much Library and Information Science (LIS) reading research.Originality/valueThis paper offers a new conceptual framework for studies of reading and readers in LIS.

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14

Elster, Charles. "Importations in Preschoolers' Emergent Readings." Journal of Reading Behavior 27, no. 1 (March 1995): 65–84. http://dx.doi.org/10.1080/10862969509547869.

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Анотація:

Emergent readers draw on a variety of information sources, most notably book illustrations and memory for text that has been read aloud by adults. The present study examines material imported into emergent readings—material that is not contained in the original written text of a book—as evidence of the types of information emergent readers use. Emergent readings of three different books were collected from 33 preschool children after they had heard the stories read repeatedly in class. Imported information in emergent readings was identified, classified, and counted. Results showed four sources of nontext importations in the emergent readings: material from illustrations, from prior read-aloud sessions, from personal experience and background knowledge, and from other texts. Furthermore, readings that were closest to the original text language and content contained the most, rather than the fewest, importations, suggesting that importation of nontextual information is not an indicator of immature emergent reading. Emergent readers' integration of visual and nonvisual sources of information highlights the continuity from emergent to alphabetic reading. A call is made for further research on importations in emergent and alphabetic reading.

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15

Sudrajat, Didi. "DEVELOPING CRITICAL READING SKILLS FOR INFORMATION AND ENJOYMENT." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 3, no. 2 (May 30, 2018): 147–58. http://dx.doi.org/10.30957/ijoltl.v3i2.453.

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Critical reading has been the issue in teaching reading throughout school programs. The main objective of the critical reading is to achieve comprehension using various reading techniques. Problems of reading comprehension, however, are difficult to handle and institutions require sets of teaching principles in a comprehensive plan. The main problem of critical reading is asking students to involve in the reading manners that conform to the purposes of reading. This paper presents a slight review of literature in teaching reading in general, providing theories on reading comprehension, reading process, and developing critical reading techniques.

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16

Lyxell, BjÖRn, and Jerker Rönnberg. "Information-processing skill and speech-reading." British Journal of Audiology 23, no. 4 (January 1989): 339–47. http://dx.doi.org/10.3109/03005368909076523.

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17

Nahotko, Marek. "Transactional Reading Theory in Information Organization." Zagadnienia Informacji Naukowej - Studia Informacyjne 53, no. 2(106) (October 1, 2015): 84–105. http://dx.doi.org/10.36702/zin.337.

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Анотація:

PURPOSE/THESIS: The article is intended to present some opportunities to apply the text genres theory, transaction theory and cognitive schemata theory in the Information organization. The text genre should be understood here as a mental schema developed and distributed as a result of repeatable transactions with the text. The bibliographic (catalog) record can be treated as a text of a specified genre, which enables the scientists to research the social transactions both between the text and the author (information organizer, librarian) and the text and the recipient (information system user, library). All research presented in the article may be helpful to describe changes in transactions related to the changes in information technologies. METHODS: The article contains the description of changes to the transactions of information organization resulting from the application of new information technologies, that is the transformation of bibliographic record text into cybertext and their genres into cybergenres. RESULTS AND CONCLUSIONS: Any changes to the technologies used in the information organization lead to the development and enhancement of the users transactions with the text of the record in order to increase the search capabilities and simplify the methods of transaction implementation. ORIGINALITY/COGNITIVE VALUE: The approaches presented in the article are based on the theories of: cognitive schemata (constructivism), text genres (Miller and Andersen) and transactions (Dewey, Rosenblatt), applied in the analysis of bibliographic (catalog) records, treated as texts built in a specified convention arising from the repeatable transactions between information organizers and users. This point of view helps place those texts in an appropriate place among texts present in the scientific discourse.

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18

Perea, Manuel, and Joana Acha. "Space information is important for reading." Vision Research 49, no. 15 (July 2009): 1994–2000. http://dx.doi.org/10.1016/j.visres.2009.05.009.

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19

Parker, Stephen. "Reading, Information Literacy and Professional Development." IFLA Journal 35, no. 3 (October 2009): 211–12. http://dx.doi.org/10.1177/0340035209346214.

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20

Lundh, Anna Hampson, Mats Dolatkhah, and Louise Limberg. "From informational reading to information literacy." Journal of Documentation 74, no. 5 (September 10, 2018): 1042–52. http://dx.doi.org/10.1108/jd-11-2017-0156.

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Purpose The purpose of this paper is to historicise research conducted in the fields of Information Seeking and Learning and Information Literacy and thereby begin to outline a description of the history of information in the context of Swedish compulsory education. Design/methodology/approach Document work and documentary practices are used as alternatives to concepts such as information seeking or information behaviour. Four empirical examples of document work – more specifically informational reading – recorded in Swedish primary classrooms in the 1960s are presented. Findings In the recordings, the reading style students use is similar to informational reading in contemporary educational settings: it is fragmentary, facts-oriented, and procedure-oriented. The practice of finding correct answers, rather than analysing and discussing the contents of a text seems to continue from lessons organised around print textbooks in the 1960s to the inquiry-based and digital teaching of today. Originality/value The paper seeks to analyse document work and documentary practices by regarding “information” as a discursive construction in a particular era with material consequences in particular contexts, rather than as a theoretical and analytical concept. It also problematises the notion that new digital technologies for producing, organising, finding, using, and disseminating documents have drastically changed people’s behaviours and practices in educational and other contexts.

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21

Klin, Celia M., and Jerome L. Myers. "Reinstatement of causal information during reading." Journal of Experimental Psychology: Learning, Memory, and Cognition 19, no. 3 (1993): 554–60. http://dx.doi.org/10.1037/0278-7393.19.3.554.

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22

Sahu, Shantilata, and Abantika Kar. "Reading comprehension and information processing strategies." Journal of Research in Reading 17, no. 1 (February 1994): 3–18. http://dx.doi.org/10.1111/j.1467-9817.1994.tb00048.x.

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23

Rapp, David N. "The Consequences of Reading Inaccurate Information." Current Directions in Psychological Science 25, no. 4 (August 2016): 281–85. http://dx.doi.org/10.1177/0963721416649347.

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24

Costa, Sueli I. R., Sandra A. Santos, and João E. Strapasson. "Fisher information distance: A geometrical reading." Discrete Applied Mathematics 197 (December 2015): 59–69. http://dx.doi.org/10.1016/j.dam.2014.10.004.

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25

Luciano, Michelle. "Making Reading Easier: How Genetic Information Can Help." Policy Insights from the Behavioral and Brain Sciences 4, no. 2 (August 24, 2017): 147–54. http://dx.doi.org/10.1177/2372732217720464.

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Анотація:

Reading is the cornerstone of all educational systems. Without adequate reading skills, learning in all other subject areas becomes very challenging. Children typically learn basic reading skills by age 6 or 7, but there is variation in timing of reading skill acquisition and, thereafter, in reading ability. A strong predictor of whether a child will have difficulties with reading is family history. Twin and family studies confirm that reading ability (including specific reading disorder) is substantively genetically influenced. Molecular genetic studies of reading ability have identified a number of candidate genes that are associated with reading disability and/or reading processes; many more are likely to be discovered. This review discusses implications that increased understanding of the genetic architecture of reading ability has for early identification and intervention for children at risk for reading difficulties.

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26

Whitley, Edgar A. "Understanding Participation in Entrepreneurial Organizations: Some Hermeneutic Readings." Journal of Information Technology 14, no. 2 (June 1999): 193–202. http://dx.doi.org/10.1177/026839629901400208.

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Анотація:

This paper explores the use of participative methods in an entrepreneurial organization. It does this through a series of hermeneutic readings of the situation, which develop an increasingly satisfactory understanding of the complexities of the development process. The paper begins by describing the case study site and the market that it operates within before considering the role of corporate culture on entrepreneurial firms of this kind. The first reading of the situation, using participative methods and the sociology of translation, is then presented and a critique of the limitations of this reading is presented. A second reading, drawing on Heidegger's ideas as applied to the notion of entrepreneurship, is then presented. This second reading proves to be far more satisfactory and the paper ends with a summary and reflections on the process of making a series of readings of the development process at the case study site.

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27

Adkins, Denice. "Reading Sources and Reading Spaces in Honduras." IFLA Journal 35, no. 3 (October 2009): 215–25. http://dx.doi.org/10.1177/0340035209346208.

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28

Weibel, Marguerite Crowley. "From Reading Words to Reading the World." Acquisitions Librarian 13, no. 25 (August 24, 2000): 91–111. http://dx.doi.org/10.1300/j101v13n25_08.

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29

VanGundy, Sarah. "Sources: Slow Reading." Reference & User Services Quarterly 49, no. 3 (March 1, 2010): 300. http://dx.doi.org/10.5860/rusq.49n3.300.

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30

Obukhova, O. L. "The diagnostics of information texts’ understanding quality." Psychological-Educational Studies 8, no. 4 (2016): 208–17. http://dx.doi.org/10.17759/psyedu.2016080420.

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Анотація:

New educational Standard provides a list of metacognitive results of junior school that must be achieved while learning to read. The technique “Calendar” permits to evaluate three types of reading competences: reconstructing reading, reflective reading and creative reading. The article is devoted to the principles of the technique’s construction and data of it’s approbation. Results of three different schools are compared and discussed according to their educational environments. It is proved that the technique permits to evaluate readiness to study in elementary school as “reading to learn”, find reading deficits and correct them. This work was supported by grant RFH (№ 16-06-00926).

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31

Dolman, Hayley, and Serena Boyte-Hawryluk. "Impact of the Reading Buddies Program on Reading Level and Attitude Towards Reading." Evidence Based Library and Information Practice 8, no. 1 (March 14, 2013): 35. http://dx.doi.org/10.18438/b8n89t.

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Анотація:

Objective – This research examines the Reading Buddies program at the Grande Prairie Public Library, which took place in July and August of 2011 and 2012. The Reading Buddies program pairs lower elementary students with teen volunteers for reading practice over the summer. The aim of the study was to discover how much impact the program would have on participating children’s reading levels and attitudes towards reading. Methods – During the first and last sessions of the Reading Buddies program, the participants completed the Elementary Reading Attitudes Survey (ERAS) and the Graded Word Recognition Lists from the Bader Reading and Language Inventory (6th ed., 2008). Participants were also asked for their grade and sex, and the program coordinator kept track of attendance. Results – There were 37 Reading Buddies participants who completed both the pre- and post-tests for the study. On average, the program had a small positive effect on participants’ reading levels and a small negative effect on their attitudes towards reading. There was a larger range of changes to the ERAS scores than to the reading test scores, but most participants’ scores did not change dramatically on either measure. Conclusions – Although findings are limited by the small size of the data-set, results indicate that many of the Reading Buddies participants maintained their reading level over the summer and had a similar attitude towards reading at the end of the program. On average, reading levels increased slightly and attitudes towards reading were slightly more negative. Many factors could not be taken into account during the study (e.g., the amount of reading done at home). A study with a control group that did not participate in the program could help to assess whether the program helped to combat summer learning loss.

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32

Setiyadi, Ruli, Uus Kuswendi, and Muhammad Ghiyats Ristiana. "Learning of Reading Comprehension through Reading Workshop in the Industry 4.0." Mimbar Sekolah Dasar 6, no. 2 (July 30, 2019): 160. http://dx.doi.org/10.17509/mimbar-sd.v6i2.17397.

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Анотація:

Reading comprehension is still considered as a part of new literacy required to encounter the Industry 4.0. Reading comprehension in this era is related to reading the data presented in technology. In addition to students’ ability to understand readings, students sort positive and negative information in a reading through reading comprehension. Students can also get used to utilize the internet access to read various information and stories. Therefore, the presence of the Industry 4.0 is considered to not have negative effects on students. This research focuses on examining the online magazine-based reading workshop model towards the improvement of fourth grade students’ reading comprehension skills. The research employed quasi experiment methods with a nonequivalent group design. The research sample was selected purposively from fourth grade students in primary schools in Cimahi City. The data were collected using the test of reading comprehension skills and were analyzed using inferential statistics with the assistance of the SPSS 21.0 program. Through this research, the researchers are expected that the online magazine-based reading workshop model has an effect on the improvement of the fourth-grade students’ reading comprehension skills.

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33

Arata, Stephen. "Literature and Information." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 673–78. http://dx.doi.org/10.1632/pmla.2015.130.3.673.

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Анотація:

The Tenth and final “anchor standard for reading” in the common core state standards defines as “college and career ready” a student who can “[r]ead and comprehend literary and informational texts independently and proficiently” (35). I want to remark on just one aspect of this worthy if blandly unremarkable goal. The distinction between “literary” and “informational” texts has the sanction of common sense, but, like many commonsense notions, it cloaks some knotty issues. For the authors of the standards, “literacy” requires mastering two different if closely related sets of reading skills. One lays the groundwork for “understanding and enjoying complex works of literature,” while the other is needed “to pick carefully through the staggering amount of information available today in print and digitally” (3). Pedagogically, one is the job of the “English language arts teacher,” the other the responsibility of “teachers of history/social studies, science, and technical subjects” (8).The axiom that literature cannot be read in the same way as other forms of writing is by no means universally held, but it has long governed the teaching of reading in high school and college classrooms. In ways that humanists can find heartening, the Common Core standards valorize the traits that reading literature both requires and strengthens: habits of attention and intellectual rigor; the refinement of sensibility and emotional response; the ability to analyze, to synthesize, to discriminate, to evaluate. Such virtues travel well, too. The authors of the standards recognize that students who have mastered literary reading skills are better equipped to meet the challenges posed by texts in other disciplines.

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34

Sapukh, T. V., and A. Kh Khuzina. "HYPER-READING AS A NEW READING STRATEGY." Vestnik Orenburgskogo gosudarstvennogo universiteta 229 (2021): 91–97. http://dx.doi.org/10.25198/1814-6457-229-91.

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Анотація:

The development of modern information technologies changes the forms of presenting educational material in modern learning conditions. On the one hand, there are new opportunities for the rational organization of the text (using the hypertext structure). On the other hand, due to the fragmentation of information, specific additional skills are required for more effective mastering of a foreign language. In the course of our theoretical research, it was found that hyper-reading as a new reading strategy is a quick search for the required information, during which only individual fragments of text are read. It is based on ordinary types of reading. It makes it possible to use modern information technologies and includes the following techniques: filtering, skimming, non-linear selection, value determination, filming, borrowing, de-authorization and fragmentation. Filtering is associated with a greater degree of selectivity when working with nonlinear text. A quick scan allows for less reading. When determining the significance of a lexical unit, students clarify its meaning, they can make a commentary on the educational text. Filming involves relying on photo and video materials, taking into account the situation and context at the pre-text stage of work. Borrowing is aimed at structuring the educational material in accordance with the goals of the reader. De-authorization allows the reader to form his own idea of the content of the studied educational text, to interpret it. Fragmentation makes it possible to highlight the necessary fragments of text, to pay attention to the search for details or facts. These techniques are revealed in experimental work through a specially organized system of exercises for working with hypertext. The study found that hyper-reading as a new reading strategy allows students to activate the knowledge, skills, and abilities associated with traditional types of reading via hypertext.

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35

Kress, Gunther. "Reading images." Information Design Journal 12, no. 2 (November 19, 2004): 110–19. http://dx.doi.org/10.1075/idjdd.12.2.03kre.

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Анотація:

In this paper I wish to point to what I see as the central issues in the linked shifts in representation and dissemination: that is, from the constellation of mode of writing and medium of book/page, to the constellation of mode of image and medium of screen. In particular I will draw attention to consequent shifts in authority, in changes in forms of reading, shifts in shapes of knowledge and in forms of human engagement with the social and natural world.

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36

Weber, Lisa B. "Reading Formatting." Cataloging & Classification Quarterly 11, no. 3-4 (November 27, 1990): 117–43. http://dx.doi.org/10.1300/j104v11n03_06.

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37

Jul, Erik, Eric Childress, and Eric Miller. "Map Reading." Journal of Internet Cataloging 2, no. 2 (October 27, 1999): 3–5. http://dx.doi.org/10.1300/j141v02n02_02.

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38

Sless, David. "Reading semiotics." Information Design Journal 4, no. 3 (January 1, 1986): 179–89. http://dx.doi.org/10.1075/idj.4.3.01sle.

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Анотація:

This paper presents a general and non-technical overview of semiotics and its recent history. The importance of Peirce and Saussure as founding fathers of contemporary semiotics is discussed and the debate they precipitated is mapped out including some of the peculiar characteristics of semiotics as a field of study. Some advice is given on how to read semiotic research, emphasising its contribution as an art rather than as a science. Some emphasis is placed on the specific contribution of semiotics to our understanding of the political nature of all communication.

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39

Cordón-García, José Antonio, Raquel Gómez-Díaz, Julio Alonso-Arévalo, and Nora Kaplan. "Digital Reading." Information Resources Management Journal 27, no. 3 (July 2014): 1–11. http://dx.doi.org/10.4018/irmj.2014070101.

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Анотація:

Information and communications technology is bringing about significant changes not only in the amount of information and documents available but also in the agents that produce them and in the way they are organised, managed and consumed. The various Unesco programmes, the ministerial resolutions and the initiatives introduced by different countries reflect the need to and the difficulty of preserving documents in the digital environment, where it is necessary to achieve a balance between the need to preserve everything and the possibility of implementing the necessary safeguards.

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40

Rosita, Rita. "Meningkatkan Keterampilan Membaca Kritis Buku Teks dalam Belajar Sejarah Melalui Metode Search, Solve, Create and Share (SSCS)." FACTUM: Jurnal Sejarah dan Pendidikan Sejarah 9, no. 2 (May 16, 2021): 175–90. http://dx.doi.org/10.17509/factum.v9i2.27155.

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Анотація:

Students’ critical reading skill is being decreasing, especially in learning history. In the other hand, students’ reading skill during learning history is important and has its significance to be developed. The indications can be seen from the ability on finding and comparing reading sources, analyzing readings, making notes from reading results, and sharing information from reading analysis results. Due to the significance of this research, author formulates some problems taken, those are: first, how to develop history learning using methods Search, solve, create, and share (SSCS). Second, how to implement the search, solve, create, and share methods (SSCS). Third, how to increase learning using the search, solve, create, and share methods (SSCS). Fourth, the efforts to overcome the obstacles arisen in the application of search, solve, create, and share (SSCS) method. This study aims to improve critical reading skills of student's history textbook during learning history. This study uses a classroom action research model with Kemmis and Taggart design consisting of planning, implementation, observation, and reflection. This study aspects of the textbook's Critical reading skills are selecting information from the historical textbook that corresponds to the discussion, finding information from the history textbooks, analyzing the content of the reading in the history textbooks, asking questions to the teacher or friends about the learning materials in the history textbooks, making notes based on the readings from the history textbook, sharing the work based on the reading results. Based on the results, this search, solve, create, and share (SSCS) may improve Students’ critical reading skill in history learning . This is indicated by the increase in the critical reading skill on textbook of the learning process in each cycle.

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41

Grzeschik, Kathrin, Yevgeniya Kruppa, Diana Marti, and Paul Donner. "Reading in 2110 – reading behavior and reading devices:a case study." Electronic Library 29, no. 3 (June 7, 2011): 288–302. http://dx.doi.org/10.1108/02640471111141052.

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42

Chen, Ai-Hong. "Age factor affects reading acuity and reading speed in attaining text information." International Journal of Ophthalmology 12, no. 7 (July 18, 2019): 1170–76. http://dx.doi.org/10.18240/ijo.2019.07.19.

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43

Ven, Inge. "Creative Reading in the Information Age: Paradoxes of Close and Distant Reading." Journal of Creative Behavior 53, no. 2 (December 28, 2017): 156–64. http://dx.doi.org/10.1002/jocb.186.

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44

Darby, Ruth, Lorraine Dawes, Andrea Dennison, Chris Gallagher, Wendy Loomes, Helen Reid, and Justine Stanton. "Reading on Screen: Exploring Issues in Reading for Information with CD-ROM." English in Education 31, no. 2 (June 1997): 34–44. http://dx.doi.org/10.1111/j.1754-8845.1997.tb00123.x.

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45

Larose, Nicole. "Reading The Information on Martin Amis's London." Critique: Studies in Contemporary Fiction 46, no. 2 (January 2005): 160–76. http://dx.doi.org/10.3200/crit.46.2.160-176.

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46

Nurgaliyeva, Anastasiya F., Svetlana Yu Nazarova, and Andrey B. Semirikov. "CULTURE OF READING IN AN INFORMATION SOCIETY." Tekst. Kniga. Knigoizdanie, no. 14 (August 1, 2017): 100–107. http://dx.doi.org/10.17223/23062061/14/6.

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47

West, Richard F., and Keith E. Stanovich. "The Incidental Acquisition of Information from Reading." Psychological Science 2, no. 5 (September 1991): 325–30. http://dx.doi.org/10.1111/j.1467-9280.1991.tb00160.x.

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48

Yang, Kefan, Cailen M. McCloskey, and John C. Chaput. "Reading and Writing Digital Information in TNA." ACS Synthetic Biology 9, no. 11 (September 23, 2020): 2936–42. http://dx.doi.org/10.1021/acssynbio.0c00361.

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49

Whysall, Roger. "Reading for Information in the Primary School." Literacy 21, no. 3 (November 1987): 169–77. http://dx.doi.org/10.1111/j.1467-9345.1987.tb00640.x.

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50

Walsham, G. "Reading the organization: metaphors and information management." Information Systems Journal 3, no. 1 (January 1993): 33–46. http://dx.doi.org/10.1111/j.1365-2575.1993.tb00113.x.

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