Associate Professor, Knowledge and Information Science, University of Birjand, Birjand, Iran , hashemzadeh@birjand.ac.ir
Abstract: (473 Views)
Objective: Public libraries reading meetings cultivate the personality of teenagers and are very effective in their personal and social development. In addition, they promote the social status of public libraries in this field. Main purpose of this study was to investigate the impact of book reading meetings on responsibility of 9-14 years old members of Mood public library, focusing on teenagers’ literature.
Methodology: This research was a quasi-experimental study designed by experimental and control groups. It had pre-test and post-test. It was performed on 40 randomly selected teenager users of the Mood Public Library. In this study, the teenagers' responsibility questionnaire (Nemati, 2007) was used. Its validity was determined by factor analysis and its reliability was determined by Cronbach's alpha (0.9). The statistical population of the research includes 120 teenage members of the public library of Maud city, of which 40 people were randomly appointed as samples in two groups of 20 people by random assignment method; Analysis of covariance and independent t test were used in data analysis.
Findings: The results showed that reading meetings increased the level of responsibility and all its components in the subjects. In the follow-up phase, it was found that responsibility and all its components (except fiduciary) have changed steadily among the subjects. The average responsibility of young library members (176.73) was significantly higher than the average (150) (P<0.05) and less than the ideal (200). Significant difference between responsibility (F=156/048, P=0.05) and seven components: self-management (F=113/450, P=0.05), orderliness (F=99/984, P=0.05), legality ( F=0.05, P742/94), trustworthiness (F=0.05, P912/44), conscientiousness (F=0.05, P674/16), organization (F>0.05, P764/4 (F = F) and progressiveness (F = 32.308, P>0.05) were observed in both experimental and control groups. The follow-up stage showed that the average level of responsibility and six components of self-management, orderliness, legality, conscientiousness, organization and progressiveness have been increasing, but the average level of trustworthiness has decreased. Book reading meetings centered on juvenile literature have changed the organization of juveniles and caused planning in work, feasibility and investigation of matters, order, discipline, etc. in the experimental group.
Conclusion: According to the researcher’s review, Book reading meetings centered on juvenile literature have led to changes in the responsibility and its components, i.e., self-management, orderliness, trustworthiness, conscientiousness, legality, organization, and progressiveness in teenagers. It can also be said that book reading meetings centered on juvenile literature have an effect on changing responsibility and its components. Teenagers have heard the concept of responsibility and its applications in a successful life from their peers in the meeting of book readers. The influence of the words of peers can be seen as a reason for increasing the effect of education.
Methodology: This research was a quasi-experimental study designed by experimental and control groups. It had pre-test and post-test. It was performed on 40 randomly selected teenager users of the Mood Public Library. In this study, the teenagers' responsibility questionnaire (Nemati, 2007) was used. Its validity was determined by factor analysis and its reliability was determined by Cronbach's alpha (0.9). The statistical population of the research includes 120 teenage members of the public library of Maud city, of which 40 people were randomly appointed as samples in two groups of 20 people by random assignment method; Analysis of covariance and independent t test were used in data analysis.
Findings: The results showed that reading meetings increased the level of responsibility and all its components in the subjects. In the follow-up phase, it was found that responsibility and all its components (except fiduciary) have changed steadily among the subjects. The average responsibility of young library members (176.73) was significantly higher than the average (150) (P<0.05) and less than the ideal (200). Significant difference between responsibility (F=156/048, P=0.05) and seven components: self-management (F=113/450, P=0.05), orderliness (F=99/984, P=0.05), legality ( F=0.05, P742/94), trustworthiness (F=0.05, P912/44), conscientiousness (F=0.05, P674/16), organization (F>0.05, P764/4 (F = F) and progressiveness (F = 32.308, P>0.05) were observed in both experimental and control groups. The follow-up stage showed that the average level of responsibility and six components of self-management, orderliness, legality, conscientiousness, organization and progressiveness have been increasing, but the average level of trustworthiness has decreased. Book reading meetings centered on juvenile literature have changed the organization of juveniles and caused planning in work, feasibility and investigation of matters, order, discipline, etc. in the experimental group.
Conclusion: According to the researcher’s review, Book reading meetings centered on juvenile literature have led to changes in the responsibility and its components, i.e., self-management, orderliness, trustworthiness, conscientiousness, legality, organization, and progressiveness in teenagers. It can also be said that book reading meetings centered on juvenile literature have an effect on changing responsibility and its components. Teenagers have heard the concept of responsibility and its applications in a successful life from their peers in the meeting of book readers. The influence of the words of peers can be seen as a reason for increasing the effect of education.
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