Microeconometric analysis of book reading in unequal urban contexts. The case of Cartagena de Indias (Colombia)

The article explores the development of peasants’ reading habits over the 18th century in the Latvian-inhabited Lutheran regions of Russia’s Baltic provinces Courland/Kurzeme and Latvian Livonia/Vidzeme. By analysing the transition from intensive to extensive reading patterns, as well as from loud and ceremonial to silent and private reading, insight into the available statistical sources and information from subscription lists is provided and the observations of contemporaries are scrutinized. The views on Latvian peasants’ reading habits expressed by Baltic-German Lutheran parsons Friedrich Bernhard Blaufuß, Joachim Baumann, Christian David Lenz, Johann Friedrich Casimir Rosenberger, Alexander Johann Stender, as well as those published by Johann Friedrich Steffenhagen, are discussed within the context of urban and middle-class reading patterns. While the number of literate peasants in the 18th century was high, reaching one third in Courland and two thirds in Livonia by the turn of the 19th century, the motivation for reading and everyday habits differed, and while extensive reading increased, before the 1840s, the Baltic rural so­ciety did not see a phenomenon similar to the European middle-class rea­ding revolution. The article focuses on differentiating among various types of readers, divided according to their confessional lines (Herrnhutian Brethren or Lutheran Orthodox Church), social stan­ding (reading patterns were different depending on rural professions) or genera­tion (the older generation tended to prefer loud and ceremonial religious reading while the younger generation more often adopted silent, private and secular reading). The collective reading of books has been explored by demonstrating how it allowed combining the reading of books with other activities and also performed a socializing function. The avai­lable sources demonstrate that quiet reading did not replace reading aloud, in the same way that extensive reading did not replace intensive, but all reading practices continued to co-exist alongside each other, creating an increasingly diverse and saturated reading experience.

During the COVID-19 pandemic, the learning process is carried out online and students spend a lot of time at home with the phone. Therefore, there are so many types of e-books that you can look for to read in your spare time. This research aims to find out the students' reading habit in the fourth semester of English Language Education, FKIP-UIR. This research used the descriptive qualitative method. The sample of this research was used purposive sampling. The research sample was 43 of class 4B at English Language Education of FKIP UIR. This study found that students' reading habits were categorized as positive. Almost all students have a good attitude toward reading. Then, most students enjoy reading ebooks and do not feel annoyed when asked to read e-books. Meanwhile, students also have positive book reading. Students have favorite types of e-books to read and read e-books quite often. Furthermore, students also have positive time spent on reading both in academic and non-academic. Finally, students also get positive motivation in reading, and students get motivation from their families and lecturers in the academic field to read e-books because reading can improve achievement. on the other hand, the researcher found one indicator of reading habits to get negative results. The indicator is reading frequency. Most students said they did not often visit the web for online reading resources as well as students did not often read e-books because they did not like reading and preferred listening to reading.

Visual and ICT media are often perceived as a threat to book reading in leisure time. They are accused of taking time and interest away from children and adolescents' book reading by offering them more approachable alternatives. Children and adolescents' book reading habits and the way these habits have changed over time are in focus. Is there any cause for concern regarding reading interest in the ever‐hardening media competition? The main questions are: how have children and adolescents' reading habits changed during the past 25 years? In what way are reading habits related to social background, age and gender? Is it reasonable to maintain that TV and other media take time from book reading? The analysis is based on quantitative data from the longitudinal research programme Media Panel. The reading habits of two age groups, 11–12‐year‐olds and 15–16‐year‐olds, are analysed at eight successive points in time between 1976 and 2002. The new media introduced into the media environment during each period have characterised the different media contexts.

Reading habits are an essential aspect for creating a functionally literate society and for its positioning at the global level. In this regard, the aim of this paper is to examine quantities and contents that high school students read, including compulsory reading and other books that do not belong to this corpus. We also tried to examine students? opinions about ways that could contribute to their motivation to read books, to consider their reading habits keeping in mind the family context and the use of library services, as well as to determine whether reading books is related to gender, academic achievement, the type of school that the students attend, the class and the education of their parents. Students (N=1378) from high schools and secondary vocational schools from several cities in Serbia participated in the research. A questionnaire was used, constructed for the purposes of this study. The results show that adolescents are reluctant to read reading materials contained in the curriculum. The majority of students read books outside of this corpus, and they most often read comics, science fiction, crime and romance novels. More than one fifth of students do not recognise any way that would motivate them to read books. Since there has been no visible improvement in this area in teaching practice over the last decade, it would be desirable to introduce and affirm optional subjects that would contribute to improving the reading habits of high school students (especially in secondary vocational schools).

The study aims to find out the reading habits of EFL students to find out the writing skill of students and to find out a significant relationship between students' reading habits and the writing skill of students in the informatics engineering study program UNISLA. The method of study is quantitative with a correlation descriptive design. The data collection is documentation of students’ score in portfolio writing and the questionnaire’s score of reading habits. The instruments of research are the report mark of students’ writing ability and the questionnaire. The finding showed that the value of “r” is 0.41. It means that the correlation between students' reading habits and writing skill between English learners of Informatics Engineering at UNISLA in the academic year 2021/2022 were "Fairly High Correlation". A grade of r (0.41) ≥ of r-table (0.317) proves that Ha is accepted, so there is a significant relationship between students' reading habits and writing skill between Informatics Engineering study program learners at UNISLA in the academic year 2021/2022. Finally, researchers suggested to English teachers should get students interested in reading books by providing facilities and motivation to students. If the student has a high reading habit, the student will write easily in English.

In this digital world, it is no longer taboo that many students and the general public rely more on smartphones which are more practical for reading than carrying books. Digital books are a great way for students to carry lots of books in one hand to study. This research was conducted because it is rare to see students using and reading books in the library, because digital books have become part of students' reading habits. This research was conducted to find out how digital books influence students' reading habits. The subject of this research is a friend of the author who is a student at Nurul Huda University. E-books are a practical form of electronic book that can be carried and accessed anywhere and can be used to support learning and the world of work which is often used in this digital era, so Therefore, this has a big influence on the world of education, including students. From this research we will know whether reading e-books can influence students' reading habits and interest or not. The analytical method used in this research is a qualitative method with a descriptive approach with a collection method. Questionnaire data and interviews are methods that focus on in-depth research and direct immersion in the situation that occurs. The final results of this research contain three main points, namely as follows: 1) E-books can influence students' interest and reading habits 2) E-book reading habits can influence students' literacy knowledge and interest in reading 3) digital books can facilitate and change several habits students in reading because it is easy to carry and can be accessed at any time.

Today’s ‘digital natives’ grew up in the age of network and digital devices. They have a completely different kind of cross-medium user experiences from the older generations. Understanding how the digital natives use e-book reader and their reading behavior will be an important issue for designing the next-generation e-book reader and mobile device. This study aims to explore how the introduction of e-book reader into high school campus influences the students’ learning and daily life. The authors found that e-book reader does help the students to develop a habit of mobile reading. Its effect exceeds our expectation of achieving digital learning. Using e-book reader, students engaged in creating new form of digital contents and became active in peer-sharing activities. Thus, they propose that when new curricula are designed, user experience with the e-book reader can be taken into account in order to maximize the potential of using the e-book reader in education.

Türkiye’de okuma alışkanlığı konusunda günümüze kadar yapılan çalışmaların neredeyse tamamında toplumun okuma ve kütüphane kullanımı alışkanlıkları oldukça zayıf görünmektedir. Yaşanan bu genel durumun üniversite öğrencileri üzerinde de benzer görünüme sahip olduğu görüşünden hareketle, bu araştırma ülkemizde üniversite öğrencilerinin kitap okuma alışkanlıklarının belirlenmesi açısından büyük önem taşımaktadır. Çalışma grubunda yer alan eğitim fakültesi öğrencilerinin kitap okumaya yönelik görüşlerinin irdelendiği bu çalışmada amaç, öğrencilerin okuma alışkanlığını ve bu alışkanlığın içeriğini betimlemeye çalışmaktır. Araştırma 2011-2012 eğitim-öğretim yılı bahar yarıyılında Dicle Üniversitesi Eğitim Fakültesi’nde öğrenim gören 220 öğrenciye uygulanmıştır. Araştırmanın sonucunda öğretmen adaylarının yarısından fazlasının kitap okumayı sevdiği, kitapları temin ederken satın aldıkları veya arkadaşlarından ödünç aldıkları ve kitap okuma tercihlerinin macera türünde olduğu tespit edilmiştir. Bunun yanında öğrencilerin önemli bir kısmı okumamalarını ders yoğunluğuna dayalı nedenlerle açıkladıkları görülmüştür. Kitap okuma sevgisini aşılamadaki en büyük etken olarak kişinin kendisi olduğu ve anne-babanın etkili olduğu sonucuna varılmıştır.

Reading books has not become a habit among university students in Kurdistan; one can count the good readers in a class with fingers of a hand. This is a big crisis and needs serious work. The problem is demonstrated through the students’ performance and proven knowledge in the academic years and it matters because when the students graduate in the university and during the university academic years they do not have sufficient knowledge that a university student needs to have. This study aims to investigate the factors that affect poor reading culture of the EFL learners in Kurdistan universities. It provides the major factors that affect the reading interest of EFL learners. For this purpose, a questionnaire, and an interview are used. The questionnaire is designed to obtain certain information regarding the learners’ reading culture, environment, factors that motivate and demotivate them. The interview is designed to ask certain questions which are answered by university lecturers and one of them is the director of the general library in one of the universities. Through the study, it was found that reading books has not become a habit among university students in Kurdistan and they have given little or no attention to reading books, and students’ cultural environment demotivates them from reading books. Kurdish culture, lack of role models, and insufficient libraries are among factors of poor reading culture among university students. However, it was found that university libraries are quite sufficient for reading books. Therefore, the results indicate that the reading culture is not at the needed level and students are not used to providing a decent time for reading daily. They spend their free time on other things rather than reading. The findings of this study may serve as reliable data regarding the culture and habit of reading which shows an up-to-date piece of information about one of the great aspects of EFL learners in universities in Kurdistan which is reading culture.

Reading habits, accessing resources, and material preferences change rapidly in a digital world. University students, as digital natives, are accessing countless resources, from lecture notes to research papers electronically. The change of reading habits with a great scale has led to differentiation on accessibility of resources, archiving them and usage of related technologies. The purpose of this study is to examine the e-book usage preferences versus printed material along with reading habits in a context of different variables. Additionally, different uses of e-books in a variety of faculties have been the focus of this study. The participants comprised of 222 students, studying in 36 different universities across Turkey. A questionnaire was developed specifically for the study. The questionnaire consisted of three parts: Printed book reading habits, e-book reading habits (methods of reaching e-books, aim of usage etc.), and technological knowledge (e-book related tools and file formats etc.). According to the results of study, approximately 68% of university students stated that they read one book in a week and 62% indicated that they are e-book readers. Moreover, there was a significant relationship between social environment and reading habits of students. University students put forward accessibility advantage (68%) of e-book and stated that they mostly read e-book for research (81%). E-book format which is most commonly preferred among students is Portable Document Format (pdf) (73%), while the computer is the most commonly used e-book medium (60%).

N v vOWADAYS when we have the choice of thousands of volumes, including a representative selection of the great books in admirable series available at the price of a movie ticket, it is disconcerting to learn that reading in the average American home has been losing ground in its race with other leisure-time activities. A sample of the cultivated life of our citizenry in the 1g30's is given by Mr. R. L. Duffus in his volume Books. Their Place in a Democracy, em bodying the results of investigation into the publication and distribution of books. From evidence based on publishers' output and sales, publicand rental-library circulation figures, and a generous measure of guesswork, he concludes that the average American buys two books a year, borrows two from the public library, rents two from the rental collections, and borrows one a year from a friend, a possible total of seven books a year read by the average American. More reliable and illuminating in its details is the study of reading habits made by William S. Gray and Ruth Munroe, and reported in the book The Reading Interests and Habits of Adults. The writers of this book analyzed and summarized the work of a great many investigators who had studied reading habits in different parts of the country and with people of all ages, occupations, and interests. From this study, one learns that not one person in two ever reads any books at all, and that those who do devote less than half an hour a day to reading them. I should imagine that though this study is now aDout ten years old, the picture of reading habits is much the same today. In competition with newspaper and magazine reading, the movie, the radio, golf, bridge, and the automobile, books are apparently hardly in the running.' If books are lacking and book reading is negligible in the home, how about in our colleges? It is all too plain that there are powerful counterattractions to reading on the campus. In his genial, devastating way, President Dodds of Princeton calls attention to some of them:

This research paper brings up the question of recreational reading habits among the generation of university students that were born after 1990 and grew up in a digital environment.The paper focuses on their self-reported reading habits.The students belong to two disciplinary domains (humanities and social sciences) at the University of Ljubljana, Slovenia.A significant number of them were pre-service teachers.The research was conducted on a non-random sample of 429 students.Data were gathered using a printed questionnaire that included assessment scales of students' reading habits.These data were compared with data gathered in the online reading habits survey of the general Slovenian population that took place in autumn 2019 on a sample of 1000 participants, demographically representing Slovene general population.The key finding was that university students read more than members of the general population do, but still less than would be expected of future educators who will introduce book reading to pupils as the number of non-readers in student population was higher than expected.In addition, the data revealed that practically all students were able to read in at least one foreign language (predominantly in English) what is significantly higher than in general population.The paper indicates a few reasons for such outcomes and addresses the question of why recreational book reading matters in educational settings.

Sitting down to read a work of fiction was a well-established leisure activity within British society by the early-twentieth century, but one that was mainly enjoyed by the country’s more leisured classes. After the First World War, however, changes to the publishing industry’s working practices, coupled with the growth of the ‘open access’ system in public libraries in the 1920s and the spread of twopenny libraries in the 1930s, created a new type of reader, drawn principally from the country’s working-class communities. This article reveals that the spread of the working-class book reading habit prompted a series of discussions among the country’s cultural elites, publishers, and public and commercial librarians regarding how that social group engaged with the written word. Many of these commentators were highly disparaging of the working-class’s reading and book borrowing habits and, based on a prejudiced understanding of that social group’s cultural capital, sought to influence the types of reading material available to them, particularly with regard to what was accessible in the country’s public libraries. The article argues that while the outbreak of the Second World War may have tempered these discussions somewhat, class distinctions surrounding the reading habit continued to shape people’s participation in it, thus revealing that even during a period when class divisions were supposedly blurring, attitudes towards social class and leisure remained essentially unchanged.

Reading is the act of understanding and interpreting itself and its surroundings from the moment that human being is present. Therefore, individuals those who would like to know the environment better should have gained the reading habit. Turkish teachers are one of the effective factors in the acquisition of reading habits. It is necessary for the Turkish teachers who are role-models in every sense to be an example in reading books and encourage them. The purpose of this research is to examine the reading habits of Turkish teachers. In the study, the screening model was pursued with purpose of the determine the reading habits of Turkish teachers. As for that the sample of the research, is consist of 92 Turkish Teachers. By using easily accessible sampling method in the study, the teachers, who are on duty in these two countries, have been involved in the study. In order to collect data in the study, "Personal Information Form", where 4 questions about teachers 'personal information were prepared, and prepared "Reading Habit Form", which was used to describe teachers' reading habits, were being used. As a result of the study, it has been determined that Turkish teachers read regular books, have limited time to read daily books, prefer literary works to read frequently, do not follow any newspaper or magazine, and can not allocate the necessary budget for the book.

Alpha Generation children have many family living habits and parenting patterns that are very different from previous generations, especially reading habits where the alpha generation is more familiar with gadgets than reading books. This research aims to analyze the influence and relationship between mother-child attachment, and family literacy environment, on the reading habits of Alpha Generation children. This study uses a quantitative method using non-probability sampling by distributing questionnaires. Respondents are alpha-generation children in DKI Jakarta studying at state junior high schools. The total respondents in this study were 490 children aged 12-14 years. Structural Equation Modelling (SEM) test results show that Mother-Child Attachment significantly influences children’s reading habits when mediated by the Family Literacy Environment. At the same time, the Family Literacy Environment plays the biggest role in improving children’s reading habits. It is hoped that this research will be useful for the government to be more active in socializing the importance of Mother-Child Attachment and parental knowledge of literacy to improve children’s reading habits.