Page 52 - JOURNAL OF LIBRARY SCIENCE IN CHINA 2018 Vol. 42

XIA Lixin, LI Chenglong & SUN Jingqiong / An exploratory study on the construction of standards 051
and assessment of national reading based on multi-dimensional integration

The national steering The national assessment standards
Macro level committee of national reading on national reading

Assessment standards on national Assessment standards on national
reading of various sectors reading in various regions

Meso level Cultural sectors Educational sectors …… Beijing Hubei ……

Assessment standards Assessment …… Evaluation criteria Evaluation criteria ……
on public cultural standards on on national reading on national reading
service system book campus in Beijing in Hubei

Public Village Trade union School ……
libraries libraries libraries libraries
Micro level
Evaluation criteria Evaluation criteria Evaluation criteria of Evaluation criteria ……
of public libraries of village libraries trade union libraries of school libraries

Figure 2. The national reading assessment standard in the organization dimension.

2.2 User dimension

National reading is for all people. Because of the diversity of readers in the professional
background, age and reading ability, reading refers to a matter of opinion. In other words, different
individuals have different reading needs, status and literacy. It is not possible to treat all readers
alike when designing specific measures and services, and should pay attention to the reading
demands of readers, refine reader groups, conduct specific evaluation, and evaluate the effects of
various reading measures and services. The reader groups can be divided from several perspectives.
(1) Occupation category
The category covers readers engaged in industry, agriculture, military, business, politics,
education, science, culture, health, and other professions. For different professions, the
corresponding reading measures and services are varied. For example, reading materials catering
to researchers are supposed to be accurate and reliable, while materials for pupils need to be easy
to understand. Therefore, libraries of research institutions should focus on the systematism and
accuracy of collection, whereas primary and secondary school libraries ought to put more emphasis
on the comprehensiveness and practicability of collection.
(2) Age category
The category involves readers ranging from children, adolescents, young people, middle-aged