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Journal of library and information science in agriculture

   

Connotations and Influencing Factors of the Professionalization of Library Reading Promoters

HUO Ruijuan1, ZHANG Hai2   

  1. 1. National Library of China, Beijing 10081
    2. School of Business and Management, Nanhu University, Jiaxing 314001
  • Received:2025-07-05 Online:2025-10-09

Abstract:

[Purpose/Significance] In the current era, libraries are essential to fostering a reading-oriented society because they act as key hubs for disseminating knowledge. The goal is to increase public cultural literacy and foster an intellectual atmosphere. However, the lack of a professional framework for promoting reading in libraries severely hinders these efforts. Without clear standards, activities lack systematic planning, which leads to inefficiency and an inability to address diverse reading needs. This study systematically examines the professional services available to library reading promoters. By examining professionalization dimensions and influencing factors, it fills a research gap, enriches library science theory, and provides guidance for cultivating high-quality reading promotion teams. [Method/Process] In-depth interviews were used as the primary method to ensure research rigor. Fifteen participants were selected using purposeful sampling, including library scholars, experienced reading promoters, and front-line librarians. Each interview lasted between 50 and 70 minutes and covered the status of reading promotion, the challenges involved, and future expectations. Three stages of grounded theory analysis were then applied: open coding to extract initial concepts, axial coding to establish relationships between concepts, and selective coding to form a theoretical model. This data-driven approach validates the results. [Results/Conclusions] The research has achieved significant results by identifying three core dimensions of professionalization. For literacy specialization, reading promoters are required to have a solid grasp of library science, literature, and educational psychology. Training specialization emphasizes the establishment of a systematic training program that covers promotion skills, event planning, and user communication. A well-designed training system can continuously improve the professional capabilities of reading promoters. Reading promotion specialization focuses on adopting evidence-based and innovative strategies, which can enhance the effectiveness of reading promotion. Four influencing factors were also discovered: the curriculum system determines the content and quality of training; the resource system provides necessary physical and digital assets for reading promotion; the user service system affects the communication and interaction with readers; and the standardization system provides guidelines for the evaluation of reading promotion work. Based on these findings, practical suggestions were put forward, including optimizing the training model by combining theoretical learning with practical operation and establishing a standardized management system for reading promotion. Nevertheless, the study has certain limitations, primarily due to its relatively small sample size. Future research could expand the scope of the sample, conduct long-term follow-up studies on the impact of professionalization, and explore integrating emerging technologies such as AI and big data into the professionalization of reading promotion to further promote the development of library reading promotion services.

Key words: reading promoters, curriculum system, specialization, standard system, library

CLC Number: 

  • G250.1

Table 1

Basic information of interviewees"

编号 性别 年龄/岁 学历 职业 访谈时长/分钟
P1 53 硕士 高校教师 60
P2 30 硕士 图书馆员 55
P3 36 博士 高校教师 70
P4 40 博士 高校教师 65
P5 38 本科 科研人员 55
P6 29 博士 高校教师 50
P7 48 高中 图书馆员 60
P8 33 硕士 高校教师 60
P9 31 硕士 科研人员 55
P10 47 本科 图书馆员 70
P11 27 博士 高校教师 50
P12 48 高中 图书馆员 60
P13 57 博士 高校教师 60
P14 31 硕士 科研人员 55
P15 37 博士 高校教师 70

Table 2

Open coding analysis results (partial)"

典型初始语句(部分) 概念 范畴化
提升图书馆阅读推广人专业化需要保障培训的体系化和专业化 教育培训 教培体系
图书馆阅读推广人需要高质量的课程和学习资源不断充实自己 课程学习 课程资源
图书馆阅读推广人需要不同层次的课程和学习 课程层次 课程层次
需要做好培训规划,培训专业化带动阅读推广人专业化 培训专业化 培训规划
图书馆阅读推广人要有准入制度,通过资质认证提升专业化 准入制度 资质认定
做好阅读推广人的评价和反馈,以评价促进专业化 评价评估 评价反馈
用户分析和调研,满足用户需求是阅读推广人专业化的体现 用户分析和调研 需求分析
阅读推广人需要做好用户专业化分类,根据用户做好服务 互动途径 用户分类
阅读推广需要结合用户情境、时事热点,更能凸显专业性 评价途径 用户情境
阅读推广人要与社区图书馆、总分馆以及相关政策融合发展 政策融合 社群融合
阅读推广人需要做好图书馆资源、社会资源的整合 资源整合 资源融合
图书馆阅读人专业化首先要做开放理念、融合有用的资源 开放理念 理念融合
阅读推广人专业化首先要做到素养的专业化 专业素养 素养专业化
接受专业化培训是阅读推广人专业化的重要保证 专业培训 培训专业化
阅读推广人专业化还体现在组织活动、推广的专业化 专业推广 推广专业化
…… …… ……

Table 3

Analysis results of spindle coding"

主范畴 独立范畴 内涵
课程培训体系 教培体系 教育课程和继续教育培训体系
课程资源 围绕专业化建设形成的课程资源体系
课程层次 围绕专业化建设形成的课程资源体系层次与类型
标准化建设体系 培训规划 围绕专业化建设形成的教育和培训规划
认证标准 围绕专业化建设形成的认证标准体系
评价反馈 围绕专业化建设形成的评价反馈体系
用户需求评价体系 需求分析 对用户需求进行挖掘和分析
用户分类 对用户进行分类和评价
用户情境 用户所处的环境和情境
融合发展体系 社群融合 专业化建设与社群环境融合发展
资源融合 专业化建设与所涉及的资源融合发展
理念融合 专业建设理念与发展现状、国家政策融合发展

图书馆阅读

推广人专业化

素养专业化 阅读推广人所拥有的素养和素质专业化
培训专业化 阅读推广人所接受的教育和培训专业化
推广专业化 阅读推广人进行活动组织和阅读推广专业化

Table 4

Results of selective coding analysis"

关系结构 关系结构定义 代表性语句
课程培训体系→专业化 教育活动、教育课程以及培训体系会显著影响图书馆阅读推广人专业化,存在因果关系 阅读推广人接受的正规教育以及工作后的相应培训都会影响其专业化水平
标准化建设体系→专业化 标准规范、认证标准以及评价标准等会显著影响图书馆阅读推广人专业化,因果关系 图书馆阅读推广人专业化发展离不开标准化规划和标准化体系,尤其是标准化认定体系,标准化是表,专业化是里
用户需求评价体系→专业化 用户需求分析、用户分类以及用户情境会显著影响图书馆阅读推广人专业化,二者存在因果关系 用户需求评价尤其是用户需求挖掘、用户层次分类以及用户情境分析都是提升图书馆阅读推广人专业化的重要手段和方法
融合发展体系→专业化 理念融合、社群融合以及资源融合会显著影响图书馆阅读推广人专业化,存在因果关系 图书馆阅读推广人专业化发展离不开国家政策、人力、资金等资源的支持,融合发展是专业化必不可少的

Fig.1

Research model of components of library reading promoters"

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