Page 83 - Journal of Library Science in China, Vol.45, 2019

082 Journal of Library Science in China, Vol.11, 2019

3.1.2 Analysis of the characteristics of hybrid reading of young adults based on the stages of
reading behavior
In order to clarify the characteristics and interaction of the three stages of reading behavior, we
further analyzed the activities of each stage, and we have the following findings.
First, in the pre-reading stage, abundant methods to find reading targets stimulate the tension
of reading activity among young adults, making it inclined to use multi-channel to obtain reading
object information. Husserl (2000, p.52) once pointed out that “every primitive composition was
inspired by pretension, and it built and collected the seeds that would germinate and made it
possible”. Our survey found that more than 65% young adults use search engines and hot topics
of social media to target reading; more than 65% young adults refer to other people’s decisions,
and make reading decisions by finding comments, trial reading, book comparison, etc., more than
66% young adults choose to buy books online and offline at the same time. This shows that young
adults will use online and offline dual channels and a wealth of pre-reading activities to build
reading expectations, so that the value of pre-reading activities was fully tapped. But at the same
time, we also found that the channel utilization and form of young adults are different, such as “to
find books on the Internet evaluation”, “online trial reading”, “online purchase of paper books”,
“buy e-books” and other options of the data are greater than standard deviation (greater than 1.1).
Second, the reading stage is the process of desiring and re-engineering reading expectation. Most
young adults use new features and new ways of various types of media to promote deep reading,
and are willing to “read while sharing”. According to this survey, more than 70% young adults
use “bookmarking” and “taking notes” to read; more than 60% use e-book notes and skip reading
features to aid reading; and more than 60% young adults share their reading progress and ideas
with others during reading. The use of these services and functions by young readers in reading
can not only achieve their reading expectations, but also easily trigger their new reading value
expectations.
Third, post-reading behavior gives the reading process a kind of “backtracking force” (Iser,
1991), and young readers generally use new media channels at this stage to carry out various forms
of extended reading. Considered the convenient channels provided by new media tools, 88% of
young adults “searching for other books with the same authors” in the post-reading stage; and 80%
young adults “find other forms of the book”; 87.4% young adult “recommend the book to friends”;
73.8% young adults “discuss relevant books” and 71.8% young adults “find further reviews
related to the book”. These post-reading activities will continue to stimulate the reader’s memory,
so that the reading process becomes a closed loop of value enhancement. Especially the readers’
interaction will show a variety of reading perspectives so that the original single perspective of
the reader perspective is interactively aroused, resulting in the extension and upgrading of reading
content and reading activities value.