研究生紙本書與電子書閱讀態度、閱讀行為及閱讀策略研究

隨著資訊科技發展及閱讀載具普及，帶動了數位閱讀模式，為瞭解現今數位閱讀潮流中，研究生紙本閱讀與數位閱讀活動背後的隱藏意涵，本研究旨在探析研究生對紙本書與電子書的閱讀態度、閱讀行為、閱讀策略及閱讀後覺察，期望能對研究生使用新、舊載體閱讀工具多些瞭解，有助於未來規劃閱讀推廣活動之參考。本研究以質性取向的關鍵事件法及半結構式訪談法，共蒐集及分析17位研究生受訪者。本研究有四個研究發現：（一）閱讀態度方面，研究生受訪者認為紙本書與電子書都十分重要，但考量因素不同；閱讀紙本書的感受比較多是正面積極，數位閱讀中僅有兩位研究生已經習慣，其他多為負面消極感受；（二）閱讀行為方面，分以下五方面敘述：（a）受訪的半數研究生會購買紙本書，電子書則多是透過免費管道取得，受訪研究生似乎尚未有購買電子書習慣；（b）紙本書閱讀時段與地點則多在家中，電子書較常隨處閱讀；（c）閱讀持續時間多是30分鐘至1小時左右，1小時以上的人數，紙本閱讀為數位閱讀的兩倍；（d）紙本及數位閱讀的閱讀頻率高低皆取決於是否有明確閱讀目標；（e）受訪者研究生表示會根據不同動機與需求選擇閱讀紙本書或電子書，閱讀動機可分為個人興趣、自我學習、他人推薦、研究需要、上課需要、工作需要等動機；（三）閱讀策略方面，研究生在不同閱讀歷程中，通常會依據紙本閱讀時習慣使用的閱讀策略來進行數位閱讀，僅有部分的數位閱讀策略會因電子書的特性而有所不同，例如可能會由於電子書多是免費、取得便利等特性，受訪研究生會傾向快速閱讀，若是發現不合適便會立即汰換並尋找下一本電子書；（四）閱讀後覺察方面，分以下三方面說明：（a）在紙本與數位閱讀經驗中，大致都有符合原來目標與期待；（b）數位閱讀時遭遇困難明顯較紙本閱讀時多，顯示研究生普遍仍在習慣數位閱讀模式中；（c）電子書閱讀後影響，包含找書管道更多元、閱讀模式改變、閱讀量改變、根據不同需求閱讀紙本書或電子書。基於上述研究結果，提出兩項建議如下：（一）建議研究生參與圖書館開設之電子書利用教育課程，增進電子書閱讀素養，以提升數位閱讀滿意度；（二）建議電子書廠商定期調查使用者需求，並加以改善電子書服務，有助於增加讀者電子書的使用意願。

關鍵字

研究生；紙本書；電子書；閱讀態度；閱讀行為；閱讀策略

並列摘要

With the development of information technology and the reading devices, digital reading has become more and more popular. In order to understand the hidden implication of printed and digital reading in the current digital reading trend, this study aims to explore reading attitudes, reading behaviors and reading strategies of graduate students in the process of reading printed books and e-books. A qualitative methodology is applied in this study by semi-structured interview based on critical incident method to collect data. At last, 17 graduate students have been interviewed. The results of this study show that (1) The graduate students think that printed books and e-books are both important, but the main considerations are different. They mostly have positive feelings when reading printed books; otherwise, only two graduate students have been accustomed to e-reading, the others have negative feelings. (2) Half of the graduate students would pay for printed books, but get e-books for free. It reveals that the graduate students don’t have the habits of buying e-books yet. They often read printed books at home, and often read e-books anywhere. The duration of time as reading books and e-books is mostly about 30 to 60 minutes. The frequency of reading printed and digital books depends on whether there is a clear target or not. There is no difference in reading motivation, and reading motivations could be divided into personal interest, self-learning, others recommended, research needs, class needs, and work needs. (3) In different processes of reading, the uses of digital reading strategies are usually based on printed reading habits which the graduate students are used to. On the other hand, parts of digital reading strategies would be different because of e-book characteristics. (4) The graduate students are generally satisfied with printed and digital reading experiences. However, they encounter several difficulties during digital reading, which reveals that the graduate students are generally still not used to digital reading mode. The graduate students’ reading habits have been changed after e-reading, including ways of finding books, reading mode, and the amount of reading. Otherwise, the graduate students would choose to read printed or e-books according to their different needs. Based on the results above, two suggestions are proposed. First, encouraging graduate students to sign up for e-book instruction classes in library, enhances their e-book reading literacy and satisfaction. Second, it is recommended that e-book vendors regularly investigate users’ needs and improve e-book services to increase their willingness to use e-books.