- The authors:
Marina E. Elyutina
Svetlana V. Sitnikova
- Issue: July 24-26th, 2019
- Pages: 274-282
- Section: CULTURAL SOCIOLOGY AND EDUCATION
- URL: http://conference-ifl.rudn.ru/274-282/
Abstract. The paper is devoted to an important and relevant problem of
reading, which is not studied enough in sociological discourse, but
important for developing effective social policy strategies aimed at
enhancing reading activity. The general state of affairs in the field of
sociological study of reading as a multidimensional process is debated; the
variability of the role of reading in everyday life is substantiated. The article
is based on the results of an empirical sociological project dedicated to the
study of the characteristics of readers’ preferences among the university
teachers and students. The practical application of various research practices
to everyday reading is shown here. First, we are talking about the
identification of the semantic loading of reading in the direction from the
perception of reading as a tool for developing your own reflexive strategies
to identifying it as a means of recreation and entertainment. Secondly, it is
important to study reading as a process, continuous, long-life, and never
fully completed. Sociohistorical aspect involves the analysis of the genesis
of reading, its changes depending on socio-cultural and economic
conditions. Thirdly, we studied the repertoire of readable literature.
Fourth, the study of reading as a mechanism of socialization of an individual
within certain institutions, as well as the analysis of special social
institutions related to reading: public libraries, schools and universities,
literary critics and observers, a jury awarding prizes and awards. The
authors emphasize the fact that reading in the process of socialization cannot
be a “missing link”, as it orients the existence of modern man.
It is shown that the creative search for reading empowerment is associated
with the following research areas: reading interpretation as a way of
authentic self-expression of a person without false expressiveness (as
opposed to the idea of reading as the pursuit of vested interests or purely
regulatory obligation), as well as reflection of emotional landscapes of
reading (emotional reception of texts, emotional reading reaction, mood in
the process of reading). In these areas, reading is viewed not as a completed
action, but as a character of an action imbued with emotional content with
its inherent sensory receptivity of the reading subject. While reading, a
person experiences a wide range of emotions; moreover, the same emotion
in modality can be experienced with different shades and even as an
emotion of a different sign (pleasant or unpleasant). Emotions can be
combined and re-combined in a variety of combinations. Strong emotions
do not give up reading without reading the text to the end. The specific form
of reading with the utmost enthusiasm is the “avid reading”, which in
everyday life can be a real fiasco, caused by the imbalance of current affairs.
As a result, it is concluded that in the educational field, as well as in society
as a whole, there is a process of transformation of reading: along with the
rootedness of traditional forms of reading and reading preferences, they are
modified with the development of information technologies, entertainment
and commercialization of the social sphere. The authors believe that the
inclusion of market mechanisms in the activities of various social
institutions has different limits, the excess of which leads to the
degeneration of the institutions themselves.
Keywords: social background of reading, reading meanings, reading
functions, reading locations, types of reading
Marina E. Elyutina¹, Svetlana V. Sitnikova²
¹Saratov State University, Saratov, Russia,e-mail: firstname.lastname@example.org
ORCID ID: 0000-0001-5186-2418
²Saratov State University, Saratov, Russia,e-mail: email@example.com
ORCID ID: 0000-0003-2365-8780
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