MUNICIPAL STATE EDUCATIONAL INSTITUTION
"SECONDARY SCHOOL No. 14"

Topic: “THE PROBLEM OF READING AS A KEY PROBLEM OF MODERN LITERARY EDUCATION”
(article)

Completed by: Eredzhepova Raisa Anverovna,
teacher of Russian language and literature of the highest qualification category
MKOU "Secondary School No. 14"
Address: 356405 Stavropol region,
Blagodarnensky district,
Edelbay village, Mankaeva st., 107

Relevance of the topic: The problem of reading is one of the most pressing and pressing problems of the modern world. Literary education is objectively more susceptible to the influence of destructive external factors, which have manifested themselves especially actively in the last decade: in connection with the development of computer and other information technologies, as one of the consequences, there is a decline in interest in literature in general. Children have stopped reading, which means that literacy, intelligence, emotional and moral education, and many components of the harmonious development of a child’s personality suffer.

“Russia has reached the critical limit of neglect of reading, and at this stage we can talk about the beginning of irreversible processes of destruction of the core of national culture,” the preamble of the “National Program for the Support and Development of Reading” alarmingly states. And the same document states: “The current situation with reading in Russia represents a systemic crisis of reading culture.”

The purpose of this article is to study and identify the existing problems of modern children's reading and propose possible ways to solve them.

Presentation of the main material:
Over the past twenty years, the status of reading, its role, and attitudes towards it in Russian society, as in many countries of the world, have changed greatly. To overcome this negative trend, 2003 - 2013 were declared by the UN as the decade of literacy, and our country developed the “National Program for the Support and Development of Reading in Russia.” The program sets itself the goal of developing literacy and a culture of reading in Russia, increasing the intellectual level of the country's citizens, and, consequently, its competitiveness on the world stage.

Russian schools are moving to new educational standards. The problem of reading could not but be reflected in this normative document. The federal state educational standard, which is based on a system-activity approach, involves the education and development of personality traits that meet the requirements of the information society and innovative economy. This will become possible provided that all schoolchildren master the reading culture.

There has been a deterioration in a number of reading characteristics in children and adolescents and a decrease in their literacy level. Teachers are full of anxiety about the simplification and coarsening of speech among schoolchildren, the primitive cliches that often abound in their writings. Today's children and teenagers not only have different literary preferences, but also a different perception of book culture. They treat the book not as a “textbook of life”, but as one of the media. A “new model” of children’s reading is being approved, or more precisely, “new models” of reading for children and adolescents of different ages, and this changed reality poses different tasks for educating young readers.

Firstly, it is necessary to help the child understand the importance of reading and writing, literacy as a basic educational competence that allows a person to continuously learn and master new things, gain access to the riches of world and national culture and the joy of reading the best works of world literature, as a way to create his own inner world .

Secondly, many researchers of “weak reading” and functional illiteracy believe that the reasons for the development of these phenomena lie in early childhood and stem not only from the school period, but from the preschool period of the child’s personality development. And the family, its sociocultural environment and the reading culture of parents play a huge decisive role here. Parents who don't read have children who don't read. Therefore, it is necessary to have conversations and parent meetings that highlight this aspect. We need to help parents understand the meaning and benefits of reading, master techniques for guiding children’s reading, explain the importance of bedtime reading, loud reading with the family in the evenings, and any other free time.

Thirdly, school literary education is more literary criticism than literature itself.

How does a student choose books? Today, online bookstores operate and there is a developed ordering system based on catalogs and price lists. Researchers of this problem include the authority of parents (40%) as sources of information about books to read. Advice from teachers (35%) and recommendations from friends (39%) are also highly valued. As for the media, their role in shaping the reading circle is noted by only 12% of respondents.

The magazine "School Library" provides data on children's reading at the present stage:
- Like to read: younger schoolchildren (43%), older (17%)
- Don’t like to read: younger schoolchildren (8%), older students (17%)
- 10% of schoolchildren do not read anything other than teacher assignments
- 40% of students read only entertaining literature in their leisure time
- 21% of schoolchildren read educational literature
- 10% of schoolchildren read for self-education.

There is a reading crisis.
It’s difficult for a modern child to read “children’s classics.” And the factor of interest, which can somehow attract a student to a book, unfortunately, does not always work in literature lessons. And it is especially important for children of early adolescence (grades 5-6). At this age, children react emotionally to what they read. And if you fill your head with works that are difficult to understand, you can instill a dislike for reading. Thus, children react violently to the death of the dog in the story “Mumu” ​​and refuse to understand Gerasim’s act. As a result, the lesson “deviates” from the intended path. And all because this text was never intended for children's reading. It is even more difficult for a modern schoolchild who, in the fifth grade, is not yet familiar with the life of the nobles of the 19th century. “Prisoner of the Caucasus” by Leo Nikolaevich Tolstoy is received with a bang. This story was written specifically for children. Samuel Marshak assessed the place of this work in literature for children's reading: “But the crown of “Books for Reading” is undoubtedly the story placed almost at the very end of the fourth book - the famous story about Zilina and Kostylin - “Prisoner of the Caucasus.” It is hardly possible to find in all world literature a more perfect example of a short story for children. In "Prisoner of the Caucasus" we find a rare combination of a romantic plot with deep, truly Tolstoy-like truthfulness and accuracy in the depiction of the situation and characters. "Prisoner of the Caucasus" showed how meaningful a children's story can be, printed in large print on two dozen pages. It has adventures that are so attractive to the young reader, but there are also great feelings that leave a mark for a lifetime.” Marshak outlined the essential features of children's literature: fascination, adventurousness, behind which deep meanings emerge. Literary fairy tales also attract attention. Fairy tales are generally well received by fifth graders. It’s no wonder that the teen fantasy genre is so popular. Literary fairy tales, such as “The Black Hen, or the Underground Dwellers,” have a fascinating plot and memorable characters.

It is especially worth mentioning the works of V.P. Astafiev and V.G. Rasputin. The story "Vasyutkino Lake". A captivating story holds attention and gives food for thought. In the sixth grade, the program includes the story “The Horse with a Pink Mane.” And a lesson was set aside for extracurricular reading on the “Last Bow” cycle. The text provides rich opportunities for analysis, both literary and linguistic. The story itself is quite simple. But unexpectedly, at the end, the narrator indicates the importance of the described episode in his life: “How many years have passed since then! How many events have passed? My grandfather is no longer alive, my grandmother is no longer alive, and my life is coming to an end, but I still can’t forget my grandmother’s gingerbread - that marvelous horse with a pink mane.” The element of “teaching” (although Astafiev did not directly intend his stories for children) is inherent in the situation itself. And children often found themselves in a similar position: they promised to do it, but didn’t do it. And the students themselves must explain why the grandmother bought her grandson a gingerbread.

V. G. Rasputin said in one of his interviews that a writer should set an example and teach. And this position is visible in the story “French Lessons”. It is usually read without problems. But here are the questions: “Why did the teacher start playing with the boy for money?” and “What did the hero learn?” “go” is difficult. Perhaps the reason for this is that the author explains everything to the reader. The episode of the game for money looks bright, but the kindness of the teacher fades into the background.

The modernization of literary education predetermines a multicultural approach to building the concept of school teaching of literature. The presence of a multicultural component in academic disciplines makes it possible to solve a dual task: to stimulate children’s interest in new knowledge and at the same time offer different points of view on the world around them. Therefore, the place of literature in the life, consciousness, and soul of a teenage child, the role of literature in the formation of a multicultural personality who studies not only Russian literature, but also the literature of other peoples, becomes relevant.

Consequently, the essence and goals of teaching literature at school depend on the demands of a modern multicultural society, in which cultural dialogue occupies a leading place.

Such a dialogue usually begins with each participant in the work sharing his judgments about the text he read, formulating his questions, talking about what seemed particularly interesting or strange in the book, etc. Different judgments collide with each other, and disputes arise. As a rule, all subsequent work on the book is structured as a search for answers to questions that have arisen. Such work necessitates in-depth analysis and commentary of the text. In the process of analysis, problems are often reformulated and new questions arise. In joint work, the book deepens before the teenager’s eyes and reveals itself in new unexpected facets.

The teacher is one of the participants in the dialogue. It introduces teenagers to the historical, cultural and literary context of the works being studied.

My analysis of literature, school practice and participation in experimental work indicate the implementation of different models of national-regional and ethnocultural components in the content of education.

Stavropol Territory is a multi-ethnic region. Among its residents are citizens of the former republics of the USSR, citizens of foreign countries, and representatives of the national republics of Russia. Almost all educational institutions have children for whom Russian is not their native language. Our school is no exception. This circumstance determines the need to introduce students to the rich cultural heritage of the ethnic groups of our country and, above all, to the culture of peoples.

Classical literature reflects the truth of life, it reflects universal humane ideals. Therefore, in literature lessons, we somehow try to understand: What is life? Why live? What should a person be like? What is good and what is evil? What is suffering, and is it possible to live without it? By trying on the experience of someone else's life, the student develops, and this development is concrete in nature and comes from within. This approach to teaching students allows for the formation of a harmonious personality.

In addition, the classes examine literary works that help to understand the cultural traditions and values ​​of peoples, as well as addressing problems of interethnic relations: “Depiction of Christian holidays and traditions as a means of revealing the characters of the main characters of the story by I.A. Bunin "Clean Monday"; “Problems of tolerance in the story by L.N. Tolstoy "Hadji - Murat"; “Traditions and customs of the peoples of the Caucasus in the novel by M.Yu. Lermontov “Hero of Our Time”, in the poem “The Fugitive”; “Problems of interethnic relations in A. Pristavkin’s work “The Golden Cloud Spent the Night”; "The humanism of Rasul Gamzatov's poetry." Studying by non-Russian students the language of artistic works of Russian literature helps them to more deeply and accurately comprehend the meaning of words and develop skills in mastering stylistically colored speech.

A series of lessons developed for sixth-graders “Reflection of ideals in literary works and works of oral folk art.” In the first lesson of this series on the topic “Reflection of ideals in the tales and legends of different nations,” students worked with the texts “The Tale of Belgorod Kisel” and “The Tale of Ker-Ogly” (Turkmen epic). During the lesson, the children completed a task on a card, in which they had to underline those words that, in their opinion, reflect the high moral qualities of people. Next, the children were asked to name the qualities and character traits of people that are reflected in these works, confirm their presence with examples from the texts, and compare ideas about ideals among different peoples. As homework, students were asked to complete one of three tasks: write a mini-essay “What is the modernity of the idea of ​​​​legends?”; compose a story on the topic “Why are ideas about ideals similar in the tales of different peoples?”; compile a book - a dictionary with words reflecting the high moral qualities of people.

In the second lesson, students worked with the works of modern writers, the content of which they became familiar with on their own: “French Lessons” by V. Rasputin, the stories of F. Iskander “Grandfather”, “The First Thing”. At the first stage of the lesson, children made short reports about the life and work of writers. Then the children carried out research work, the main objectives of which were: to give examples from the texts of works that characterize love for native places, respect for elders, the attitude of teenagers to each other, to learning; identify common high moral qualities of people who value different nations; determine what qualities of people are reflected in the stories of F. Iskander.

The third lesson of this cycle was called “Reflection of human ideals in proverbs and sayings of different nations.” As homework, the children were asked to choose proverbs and sayings that reflect high moral qualities and condemn the negative qualities of people.

In the lessons of studying oral folk art, comparisons of some traditions and foundations of different peoples are possible and necessary. This dialogue of cultures will serve as a genuine basis for mutual understanding, establishing respect not only for the culture of one’s own people, but also for the culture of other peoples, understanding the diversity of the spiritual and material world, and will be a means of developing the ability to live in a multinational country.

The regional component of the educational standard gave me the opportunity to introduce children to national traditions and the peculiarities of the linguistic culture of the residents of the Stavropol Territory at a higher level. With sixth graders, we organized a collection of proverbs, sayings of the peoples living in the Stavropol Territory, Turkmen proverbs and sayings, compared them with Russian proverbs and sayings, identified their similarities and differences, grouped them according to the topics “Good and Evil,” “Fatherland,” “Mind.” and stupidity”, “Work and laziness”, created a presentation and then presented it at a lesson on the topic “Small genres of folklore”, “Proverbs and sayings of the peoples of Stavropol”.

In the 7th grade they compiled the collections “Ritual Poetry”, “Ritual Songs”, in the 8th grade - “Cossack Songs of Stavropol”, “Everyday Speech of Stavropol Residents”. The materials of the work became the subject of a study on the topic “Ritual songs of the inhabitants of Stavropol”. The research captivated the children and helped them see the connection between times, the connection between generations, and the original biography of peoples.

Using the potential of a multiethnic environment and the principle of comparison, the teacher has the opportunity to clearly and easily introduce his students to one of the leading characteristics of a people - language and to show the diversity of ethnic cultures, their similarities and differences.

The great French philosopher Denis Diderot wrote: “People stop thinking when they stop reading.” I would like to hope that the number of thinking, and therefore reading, people will not decrease over time, but will only grow. And our task, the task of parents, teachers, and just adults, is not to force them to read, but to revive interest in the book.

Conclusions:
Children's reading in Russia was the subject of attention of many scientists and cultural figures of the 18th - 19th centuries. Among them M.V. Lomonosov, N. I. Novikov, V. G. Belinsky, A. I. Herzen, N. G. Chernyshevsky, N. A. Dobrolyubov, K. D. Ushinsky, L. N. Tolstoy, V. I. Vodovozov, M.A. Korf and others.

Thus, to summarize, we can say the following: reading is an effective spiritual work, but this does not mean that the Russian child today is excluded from this spiritual work. But problems do exist. Reading is the main skill of a person in life, without which he cannot comprehend the world around him.

In modern society, problems in the field of children's reading, unfortunately, exist. This is proven by the fact that today specialists from different fields of science are working on this problem: librarians, teachers, psychologists, higher school teachers, etc. This problem in Russia remains relevant today.

As M. M. Bezrukikh notes, all existing problems in the field of children's reading at the present stage can only be solved through the joint efforts of teachers, librarians, and parents, but the role of the state in supporting children's reading is also important. M. M. Bezrukikh believes that the state should teach teachers to teach reading correctly - according to M. M. Bezrukikh, this is where it all begins.
The second task of the state, according to M. M. Bezrukikh, is educational: to explain to parents what they can, how they can, and how best to instill in their child a desire to read.

And the third task, if necessary, is to support contemporary writers writing for children. Thus, according to M. M. Bezrukikh, you just need to talk to the child more.

The development of the student-reader is a key problem in the literary education of schoolchildren, which is closely related to reading activity and the development of the student as a talented reader.

The educational standards of the new generation force us to take a fresh look at the very definition of the word “reading.” Reading should be considered as a quality of a person that should be improved throughout his life in different situations of activity and communication.

Bibliography:
1. Library encyclopedia / Ross. state beep. - M.: Pashkov House, 2007. - 1300 p.
2. Denisova, S. A. Parents about children’s reading and the role of libraries / S. A. Denisova // Parents’ meeting on children’s reading. - 2008. - P. 30 - 32
3. Marshak S. Ya. Education with words. El.resource:http://s-marshak.ru/works/prose/vospitanie/vospitanie43.htm
4. Dictionary of literary terms. El.resource: http://feb-web.ru/feb/slt/abc/
5.Modern foreign children's literature (in two volumes). Reader for students of the Faculty of Philology. - St. Petersburg: Own publishing house, 2011
6. Based on materials from textbooks by V. Ya. Korovina.

What are they reading without us?

Tribune

Natalia BORISENKO

Natalya Anatolyevna Borisenko (1961) - Candidate of Philological Sciences, leading researcher at the Psychological Institute of the Russian Academy of Education, teacher at gymnasium No. 18 in Korolev.

What are they reading without us?

Children's reading in the mirror of modern sociological research

“What are kids reading today?” I ask this question to teachers, parents, and methodologists - and I hear an unconditional answer: “They don’t read anything!” In the voice of some there is irritation, in others - habitual boredom, in others - the hope of “hooking” and continuing the conversation on an exciting topic.

Children's reading is a topic that, it seems to me, cannot but excite language teachers. Who, if not them, knows better than others what is happening in this area, what picture of reading children in today's Russia? However, in reality, few of my colleagues can answer the question of what their students are reading Not according to the school curriculum and whether they read anything. There is neither time nor opportunity to study the problem.

Meanwhile, the problems of children's reading (and “non-reading”) are no less important than, for example, discussing questions of the Unified State Exam, graduation essay and other undoubtedly important things. Because without a book, without children's literature, without the teacher's awareness of this issue, without knowledge them In the reading circle of modern children and adolescents, becoming a true reader is impossible. Let’s take it as an axiom that keeping a child focused only on the classics, forcing him to read only the classics, means ruining our subject, weaning children from reading at all.

In this article we will talk about the so-called free reading for children and teenagers, about what they read Not according to the school curriculum, without the pointing finger of a literature teacher, without us, for myself. Because with what they read under our tireless control, everything is more or less clear. And any special research is hardly needed here.

“Free reading” is a completely different matter. The category is quite conditional, invisible, not amenable to direct control, measurement, or verification. Therefore, it is worth clarifying what is meant by this term. Free, or leisure reading(Unlike business), experts define as reading in connection with personal interest, for relaxation, entertainment. Another thing is that everyone understands the time spent with a book in their own way. For some, this is an opportunity to reflect on eternal problems with the author, for others - to lie on the couch with a detective, and for others - to casually flip through the latest issue of a glossy magazine. In general, to each his own. But free reading is the most natural type of reading for any person - be it an adult or a child.

So, what are kids reading today? And how do they read?

But first, about

What do experts write about this?

Statistics know everything.

Today, a lot has been done in the field of studying children's reading. Although you will hardly find publications on this topic in our professional and methodological publications. I will try to fill the gap and, with the support of authoritative people, clarify the problem called "Reading for Children and Teenagers at the Beginning of the New Millennium".

I will refer first of all to the research of the Russian State Children's Library (RGDL). Here is the only center in Russia for the study of children's reading, which conducts mass sociological surveys, the last of which dates back to 2002.

Employees of the Russian State Children's Library E.I. Golubeva and V.P. Chudinov summarized and analyzed the materials collected by metropolitan and regional colleagues. Their main conclusion is that “at the beginning of the 21st century, children really read “differently” and “differently” than previous generations. However, they certainly read... but in a different way than before, and also far from the works that were loved and popular with their parents, and especially their grandparents.”

Actually, this is where all the fears and concerns about children not “reading” come from: adults want their children to read Defoe and Swift, at worst Dumas and Mine Reid, but modern children cannot be forced to read such “old stuff” for any money.

Children's reading is changing. This is obvious to everyone. There is no catastrophe, E.I. believes. Golubeva, chief librarian of the Russian State Children's Library, but “I would still like to know: “What is it really? What changes are happening in children's reading? Which ones are we willing to hold? And can we resist those we don’t like?”

Changing reading patterns

Russia is the most reading country in the world.
( From slogans of the Soviet era)

In 2000, Russia for the first time took part in an international study of student knowledge: in terms of reading skills, our schoolchildren were in 28th place among 32 industrialized countries.
( PISA data)

Sociologists say: there is a process of changing reading patterns.

Previous model of children's reading(it is also called “literary-centric”) existed for at least a century. This is the model that many adults, including teachers, adhere to. She has not yet completely left, so she cannot be given the title of “gone,” but only “leaving.”

What is special about this old model? In short, this is, of course, “love of reading" There is nothing derogatory in the quotation marks, it simply means the high status of reading, prestige in the society of a “person who reads,” a relatively small share of “reading material” in the general reading repertoire, the presence of a home library, and frequent visits to a public one. If we talk specifically about children, then we will add to this the focus of the reading circle on the “golden core” of children’s literature, communication with peers about what they read, and the presence of “literary heroes.” In general, all this is well known to us from personal, fortunately, not yet completely forgotten experience.

So what? new reading model? Can we say without any doubt that children and teenagers are reading less? Data from sociological studies of children's reading will help answer these questions.

Two types of reading: free and business

I learned to separate literature as a school subject and literature read for the soul, which practically do not intersect.
( Reader 14 years old; from the BiblioGuide website)

I read two books. One - I don’t remember the name. And the second is about Gulya Koroleva. The program asked a lot, but we don't read anything from school, we don't read software(sharp pressure in voice).
(Sergey G., 6th grade. From the author’s personal archive)

Let's start with reading status. Experts say: he is by no means didn't become any less tall . On the contrary, with the increasing prestige of education in society, the role of reading skills and the ability to work with printed sources increases among schoolchildren.

Attitude to reading is an important characteristic, and it indicates that In general, schoolchildren maintain a positive attitude towards reading. Thanks to sociologists for dispelling another persistent myth with their research.

Here are some numbers and facts.

One fifth of respondents (2001 study) spent on reading up to half an hour a day, a third - from half an hour to an hour, about 40% - more than an hour (but these lovers are mostly junior schoolchildren; in the tenth grade only 17% of bookworms remain).

When asked about attitude towards reading only 10% answered: “I don’t like to read, I don’t read anything,” 27.6% chose the answer: “I like to read, I read a lot,” a little more than a third: “I like to read, but I don’t have time,” and almost every third: “When I read , I like to read something light and entertaining.”

There is a direct relationship between categories such as “love of reading” and “age of the child.” As a rule, those who love to read are children of primary school age. The older the child, the less time he takes for free reading and the less he likes to read. By the tenth grade, the share of those who “like to read” and who “read a lot” is more than halved (from 43 to 17 percent).

Literature teachers know firsthand that there is a rejection of reading in high school. Now let’s listen to what sociologists have to say about this alarming trend. Dividing reading into business and leisure, they state: appeal to the classics in the vast majority of cases is business. (I’ll express a seditious thought: children are not alone in this regard; “turning to the classics” is business and most of my colleagues.) In 85 cases out of 100, the reason students come to the library is a study assignment.

A familiar picture. A teenager comes to the library... Not for Dumas and not for Conan Doyle, as twenty or thirty years ago, but for special literature: to write a report on the topic “Structure of annelids” (an educational assignment in biology) or “Phonic effects in poetry Tsvetaeva" (abstract on literature). “And they don’t care about annelids or Tsvetaev’s effects,” sighs a library employee who shared her worries with me, “they don’t need us for anything else.”

Often grandparents come and create essays for their grandchildren. The loads are unbearable. But the point is also that children do not know the simplest things, but they are burdened with searching for the most complex information. Employees of the RGDL department for younger children tell how a crying first-grader and his mother came to them: he was asked to analyze Tolkien’s “Silmarion”, and this is “worse” than “The Lord of the Rings”.

The children themselves, in response to the question “Why do you come to the library?” They honestly admit: “It’s necessary for the school curriculum,” “So as not to get a “B” in literature,” “Marivanna asked for some reason.” Perhaps, if there had been fewer assignments in various school subjects (including Tsvetaeva’s phonics effects), the teenager would have come for Dumas. So we ourselves are largely to blame, our “subject” pedagogical egoism.

So, a practical approach, the utilitarian attitude towards reading is manifested much more openly today. One of the consequences of this trend can be seen in the growing popularity of magazines among young audiences. And, alas, it is not “Around the World”, not “Young Technician” or “Young Naturalist” that are popular, but “Liza”, “Dasha”, “Marusya”, “Thing”, “COOL”, “Hammer”, “AIDS- Info" and the like.

Reader pragmatism is expressed, in particular, by in the alienation of young people from poetry. I’ll refer to the typical answers in schoolchildren’s questionnaires: “I don’t read poetry at all,” “I read poetry only if they’re asked to learn it at school,” “Who would want to read such crap?”

What then do our children read, if not poetry, not prose, not classics and not the best modern authors? In other words, what is their reading circle?

Reading circle

First about genre and thematic preferences. We will find the answer to the question of which genres modern children love most in the materials of the All-Russian study of 2001–2002 - the most recent statistics to date.

The survey technique is simple, and any teacher can successfully repeat it. Children (aged 6 to 15 years, sample - 1509 respondents from 21 cities and 38 towns, villages, villages) were asked to choose any number of “ready-made” answer options to the question: “What books do you like to read?” For example: fairy tales, poems, science fiction, travel stories, comics, and the like (a total of 23 choices were offered).

The results of this survey are presented in the following table 10.

Numbers make it possible to see not only genre and thematic preferences, but also changes developments in children's reading in recent years. In the 2001–2002 questionnaires, significantly less often Compared to 1998, such topics and genres as “about nature and animals”, “fantasy” (more than double!), “detectives” (triple!), “about peers”, “funny books” are mentioned. Classics, as usual, occupy one of the last rows of the table, followed only by “books about war.”

Now about the actual reading circle. In answers to the question “Which book would you put on the Golden Shelf?” About a thousand names of authors or book titles were named (we don’t always remember the author). It would seem that one can only rejoice at such a wide choice. However, the vast majority (69% of positions) are mentioned only once or twice, and more than 10 times - only 7.7% of mentions. That is, reader preferences overlap only in eight cases out of a hundred. It is not difficult to guess that this eight percent mainly includes books from the “school curriculum” section, which all children of a certain age read (are required to read).

What is the “cherished” list 11 itself? Which authors are children's favorites?

In first place, of course, is the section "Russian classics"- Pushkin (409), Lermontov (89), Gogol (62), Leo Tolstoy (54), Yesenin (53) - the names are in descending order, the number of mentions is given in parentheses. In second place - "Classics of Soviet Literature": Nosov (92), Gaidar (49), Paustovsky (29), Kaverin (25), Bulgakov (25), Polevoy (19), Kataev (18), Dragunsky (17), Astafiev (14), Fraerman (12) , Aleksin (11). Then - "Foreign literature": Mark Twain (31), Lindgren (19), Shakespeare (18), Jules Verne (17), Defoe (12). The section completes the list "Books by modern authors" with the incomparable E. Uspensky (78 mentions) and K. Bulychev (38 mentions) at the head. True, there are Zheleznikov (15), and Aleksin (11), and children's detectives (14), but to a much lesser extent.

According to the survey, Pushkin is still “our everything”. Whether this indicates that Pushkin is truly a favorite poet and prose writer among our children, or whether nothing else simply occurred to them, it is difficult to say. What is alarming, however, is the fact that all of the listed works (“Fairy Tales”, “Eugene Onegin”, “Belkin’s Tales”, “The Captain’s Daughter”, some poems) strictly correspond to the school curriculum. Why not read something else from the same Pushkin?

But let's get back to reading circle. In general, it can be stated that he's quite traditional. Children read what we recommend to them. So this survey, despite all its scale, does not yet indicate that the named authors are included in the circle real reading children. Rather, experts believe, the list testifies to the broad literary awareness of modern schoolchildren. And the choice itself is a combination of a number of factors: the book was recently read, the teacher talked about it, it was given as a birthday present, it was at a beautiful exhibition in the library, etc. In general, they choose according to the principle “what I see and hear is what I read.”

And then an additional question was introduced: “What book are you reading now?”- it is he who gives us the picture real reading children and teenagers. It turned out that the mentioned authors and works are almost never repeated. Only “Russian folk tales” (let’s not forget that the lower age of respondents is 6 years) was named more than ten times. These are the statistics.

In general, some researchers believe, it seems impossible to determine the range of children’s reading. On the one hand, the child has no economic choice and most often reads books that someone gave him. On the other side, Children always read things that are not what their parents would like to see in their hands.. This situation of discrepancy is practically impossible to calculate 12.

But another characteristic of reading has been studied quite well. This is what we will talk about.

Are there differences in reading between boys and girls?

Advise what a boy of 10–12 years old can read about love. I couldn’t read L. Tolstoy’s “Childhood” at the time, everything there seemed so cloying to me. Maybe about the wild dog Dingo, or is it too early for this age?
(From the site “BiblioGuide”)

On peculiarities reading preferences of boys and girls For many years almost no attention was paid. Researchers (mostly psychologists) talked about this. But their opinion was practically not taken into account when drawing up programs and reading lists. And, of course, few of the teachers took into account any gender differences.

Meanwhile, taking into account the factor of social gender ( gender) in the last decade has become one of the important characteristics in all sociological studies, including children's reading.

While children are young, the differences in their reading are not particularly significant. According to parents and librarians, girls read more(this can be easily seen by comparing the data on the genre and thematic preferences of girls and boys in Table 1). However, it is difficult not to notice something else: all younger teenagers, regardless of gender, with equal enthusiasm read fairy tales by A. Volkov, N. Nosov, A. Lindgren (maybe girls a little more than boys), “funny books” by V. Dragunsky, V. Golyavkin, E. Uspensky, as well as “horror films” (here a bias in the other direction is possible), but in general the difference is not so great.

However The older the children, the more significant the differences in reading between boys and girls become. 13 . Especially it concerns teenage age.

Boys like adventures, books about computers and electronics, science fiction, fantasy (Lukyanenko, Andre Norton, Nick Perumov) and horror films.

Girls read “novels”. Just don’t think that we are talking about “Eugene Onegin”, “Anna Karenina” or “The Noble Nest”. By the word “novels,” girls mean books “from adult life,” in which the main character is a girl or woman. True, the specific list of authors and works may change. In the 80–90s these were novels by S. Bronte, J. Sand, M. Mitchell, A. and S. Golon, J. Benzoni, K. McCullough and others. Today these are books in the series “Novels for Girls” (mainly by the Sparrow sisters), “Girls’ Favorite Books”, “School in the Tender Valley” by F. Pascal (about teenage twins from an American town).

It’s interesting that for some reason not a single series of this kind has been created for boys. What is this - miscalculations of publishing policy or inattention to gender studies? Where can I get information about the books I need, including “about love” and “about peers”? The teenagers themselves tried to overcome this drawback by leaving entries on the BiblioForum website. Here's what they write:

“Around the age of 15, I discovered Angelica, and it became a drug for me for a year. I re-read all the volumes at least 5 times. The life that I lived with her seems to me the best.”

“I’ll try to name a few more books that seem to look from a boyish side - but not all of them, probably, are for such a tender age as 10–12 years. Well, first of all, B. Tarkinton’s trilogy about Penrod, where his first passion is funny and touchingly described. For older people - “The Orange Girl” by Gorder, a very unusual book about how a father tells his 15-year-old son about his first love - his mother. Burley Dougherty “Hello, Nobody” is a book of letters from a very young girl who is about to have a child - to this very person who is still Nobody. It’s also about the relationship with the child’s father, who is just as young. That seems to be all that I remember for now.”

“I read “Death and a Little Love” (one of A. Marinina’s old detective stories. - N.B.). Moore, but for some reason it’s addictive.”

“The detective story, about which they used to say that it was “mauvaiston”, or reading that distorts the taste of a young reader, a book not for intelligent children, - this same detective story has firmly entered our lives, into the reading circle of children and adolescents” 14. Absolutely everyone reads them, regardless of gender. This is one of the most popular genres among teenagers. Among their favorite writers, teenagers aged 11–13 name Hitchcock, W. Dixon, E. Blyton, K. Kim. Particularly popular are the books in the “Black Kitten” series by Anton Ivanov and Anna Ustinova.

Both foreign and domestic detective stories are read as a “snowball” - one after another, and also as a “chain reaction” - from one teenager to another. In this case, the count is not in units, but in tens, and maybe even hundreds. In my fifth grade there was a boy (an excellent student, by the way) who carefully counted how many children's detective stories he had read. And only when he reached the number 56, mom said: “That’s enough, there’s nowhere to put them, and soon we’ll have nothing to eat.”

I could never remember a single title of a children's detective story, although I tried to read some, and the children, with tenacity worthy of better use, kept throwing out titles: “The Mystery of the Spyglass,” “The Mystery of the Empty House,” “The Mystery of the Missing Cat,” “The Riddle.” American relative”, etc. and so on. In general, authors of children's detective stories are not very original in choosing titles for their works.

So, gender differences in teenage reading are quite significant. However in high school the difference is again erased for one single reason: the proportion of those who read literature mainly according to the school curriculum is sharply increasing (and this is more than half of high school students). The “interesting” motive, inherent in children of primary school age, is disappearing, and is being replaced by the “school task” stimulus. And, as we know, we have the same for both boys and girls. Regardless of the inventions of scientists of the late twentieth century (god knows who invented gender) high school students must read what is prescribed to them by the program (sociologists even have a term to denote this kind of reading command reading). They simply don’t have time left for everything else. And if it remains, then it is not difficult to predict the personal reading interests of girls and boys: they read what the whole country reads.

Girls - “women's and romance novels” (it doesn’t matter whether it’s foreign Bertrice Small or our Ek. Vilmont), “women’s detective stories” (D. Dontsova, T. Ustinova, A. Marinina, T. Polyakova) and women’s - again - magazines. Young men prefer science fiction by V. Golovachev, N. Perumov, R. Zhelyazny, A. Belyanin, “male” detective stories and magazines on “computer and automobile” topics.

Sociological research is good when someone tries to learn something from it. It seems that the time has come to use the results of mass surveys (including those related to gender differences) in school practice and finally understand that teaching literature cannot be “genderless”, just as there cannot be a “genderless” society, “genderless” culture and “genderless” education. It was to designate social gender (as opposed to biological) that it was invented gender.

“We would like them to read what we read...”

Today I am sitting and reading Pushkin... Suddenly Arkady comes up to me and silently, with a kind of gentle regret on his face, quietly, like a child, he took the book from me and put another, German one in front of me... he smiled and left, and Pushkin took it away.
( Turgenev. "Fathers and Sons")

Generational conflict, or, paying tribute to the classics, the conflict between “fathers and sons” did not escape children's reading.

In short, parents and teachers (who for the most part belong to the generation of parents) would like their children to read what they themselves read at one time. Hence the calls from mothers and grandmothers to read “Vaska Trubachev” (together with his comrades) and “Vitya Maleev at school and at home” - “good books!”, hence the implementation of all kinds of publishing projects such as “Favorite Books of Our Childhood” and some others .

In order to speak specifically, you must first conduct a survey - separately with children, separately with parents - and in each group identify the circle of favorite authors. As far as I know, no one has conducted such studies on a national scale. Therefore I will refer to the results of one regional survey conducted not so long ago in Maykop 15. The parent survey included two questions: “Favorite books of your childhood” and “Favorite books of your children.” It turned out that if parents read a lot, their children also read enough. Then, naturally, it turned out that parents read more in childhood than the current generation. However, this feature is not some distinctive feature of the residents of Maykop alone.

I will quote the opinion of the chief librarian of the Central Children's Library of Moscow, Tatyana Rudishina: “It is known that each next generation reads less, worse(emphasis mine. - N.B.). My colleague, whose childhood fell in the post-war years, recalls how at the age of 11-12 she read the entirety of Leo Tolstoy because of her mother’s shoulder (they slept together, there weren’t enough beds, there were no books except Lev Nikolaevich). Each generation has its own relationship with reading. And children in our country are no different from foreign ones, who also began to read less” 16. Let us accept this thought as an axiom and will not regret the lost illusions.

But still in some part of the list(31%, according to librarians in Maykop) reading preferences of parents and children turn out to be common. I am glad that both are unanimous in selecting the best works of domestic and world literature. But there are also differences. Among children's favorite books No works by Bazhov, Korolenko, Turgenev, Gaidar, Oseeva. But books by Uspensky, Bulychev, Tolkien, Rowling and other popular authors appear.

Another difference. It was impossible to tear parents away from the collected works of Jules Verne, and children could not be forced to read “The Children of Captain Grant” even in adapted form. The fact that Classic adventure literature is disappearing from mass reading(Dumas, Mine Reed, Cooper, Jules Verne), psychologists, sociologists, teachers explain the following reasons: the modern child is a carrier of some completely new - visual, “mosaic-clip” - culture, requiring a constant change of movement, in which no time for slow reading, required by classical literature, including children's literature. For this culture, what is important is not the descriptions, sometimes stretching over several dozen pages (for example, the history of the discovery of Australia in the already mentioned “Children of Captain Grant” takes up several dozen pages), but what is important is the quick change of scenery, close to cartoons and computer games. Hence the love for comics among younger teenagers, the craving for purely entertaining and action-packed literature, and paper “film novels” among middle and older teenagers.

Sometimes, however, a “chemical combination” of features inherent in reading of different generations occurs. Cases when a child reads what his parents want, or when there are old books in the house that reflect previous realities of life and previous behavior patterns, are not so rare. Let me quote a fragment from my article on the problems of summer reading 17.

One day I came across a unique document called “Reading diary of a 5th grade student...”. There are three columns in a thin student notebook: “Author - title - impressions.” There are 33 entries in total. I will reproduce some of them:

A. Golubeva - “The Boy from Urzhum” - average.

L. Tolstoy - “Childhood” - modest.

A. Bikchenstaev - “How old are you, commissar?” - strong.

D. Crews - “Tim Thaler, or Sold Laughter” - huge.

A. Aleksin - “Call and come” - modest.

E. Koshevaya - “The Tale of a Son” - average.

N. Nosov - “Dunno in the Sunny City” - strong.

L. Carroll - “Alice Through the Looking Glass” - very modest.

1. Introduction…………………………………………………… ……………...
2. Main part………………………………………………………………… ..............

2.2 Reading interests of young people of the 21st century……………………………………………………………………………………… ………….

2.3 Problems of reading for young people………………………………………………………… ……………...

1. Practical part…………………………………………………………………………………………..
2. Conclusion…………………………………………………… ……………..
3. Applications…………………………………………………………………….
4. Bibliography…………………………………………………… ………………

Introduction.

Sociological dictionaries define youth as a social age group of the population aged 14-28 years. The famous psychologist Kurt Lewin described youth as a segment of the population that has moved away from one group (children) and has not yet arrived at another (adults). Young people typically reject the authority of adults: family, parents, teachers. Because of this, there is an opinion that modern young people are a part of the population that does not want anything, does not dream of anything, and does not care about anything. So what are today's youth like? What interests her? What do young people strive for? What are they? These questions are of interest to many psychologists and researchers of youth. Sociological surveys of young people aged 18-25 years showed that “Nowadays it is fashionable to be active, to be a leader, to be a little out of this world. Modern youth receive information from the outside in a generalized form through a visual analyzer, and there are very few life situations from which they can receive information from their inner “I”. Reading someone else’s text means reading your own soul, comparing and analyzing. Nowadays many young people do not read, and not those who read.
My sociological work consists of theoretical and practical parts. In the theoretical part, I will try to reveal the following issues: the reading interests of young people, as they change from year to year. Problems of reading among young people and ways to solve them.
In the practical part, I explore reading among young people. The object of my research is young people under 20 years of age.

The goals of my research:
2. Research objectives: to study young people, their interests and problems in the field of reading.
Research methods: questionnaire and survey.
This work will be of interest to students, teachers and everyone who works with young people.

2. Main part.

2.1 Reading interests of young people of the 21st century.

Probably, people will never give up the traditional idea that their future is connected with the new generation, with youth. The future of the country depends on how deeply these generations assimilate the spiritual, moral, and cultural traditions of their people, society, and state.
For modern Russia, the relevance of this thesis seems more acute than ever. In society, according to the observations of sociologists, ominous symptoms of a “generational gap” can be traced. Children cease to understand their parents and vice versa. Since the end of the 20th century, there has been a wide spread of mass pop culture preaching promiscuity and permissiveness, copying, with a slight delay, Western analogues, for example: hippies, rockers, punks. Leisure among adherents of such a “culture” is beginning to be perceived as the main form of life activity. But not everything is so hopeless. After all, on the other hand, one cannot help but see among young people examples of the manifestation of patriotism, citizenship and solidarity, consciousness and responsibility, a thirst for knowledge and self-improvement. Young people strive for ideals, and libraries play a very important role in this. Nowadays, young people are interested in sports and music. They most often read psychology, science fiction, novels, and jokes.
Now 83% of young people take books according to the school and university curriculum. 17% read for the purpose of improving their professional level, self-education and recreation. 66% prefer to read books, believing that they are more interesting and educational than magazines, and 34% prefer newspapers and magazines. Among the favorite authors of young people: Pushkin. Tolstoy, Bulgakov, Bunin, Zoshchenko...
The Goosebumps and Horror Stories book series are popular among young people of all ages. These books about vampires and werewolves with chilling plots, oddly enough, help you relax after a busy school or work day. Such books are in high demand among young people 18-19 years old and older.

2.3 Problems of reading for young people.

Reading is a way of acquiring culture, a means of broadening one’s horizons and intellectual development, a mediator in communication, and a basic skill for learning and life. It is necessary that it become a tool for successful activities in various areas of life (study, work, relationships with people - in the family, among friends). Therefore, it is simply necessary to consider the problems of young people in the field of reading, we must understand why it has faded into the background.
So, young people read and read not only what is required according to the program, but also for their own interest. However, there are few of them! The prestige of reading is increasing, but this is happening very slowly.
Today, the influence of “non-book” media on the process of socialization of the younger generation is increasing. The number of channels for obtaining information is growing. Along with the traditional ones - books and periodicals - audiovisual (“screen”) media occupy more and more space in life. A culture is developing that is called “screen culture” (“video culture”, “audiovisual culture”). This culture has a huge influence on reading:
The symbolic status of reading and its prestige are falling.
The perception of printed text and information changes (perception becomes superficial and fragmented).
The motivation for reading and the repertoire of reading preferences are changing (for example: under the influence of television and video viewing, interest in the topics and genres that are presented on the screen increases, especially adventure ones - detective stories, thrillers, horror books, comics).
Printed products are preferred, where video is widely represented, hence the popularity of illustrated magazines and comics.
From this we can conclude that the main competition for books is television and the Internet. The time that was previously spent on reading has now been replaced by television viewing and computer games. Young people have a clearly expressed motive: “I want to read something light and entertaining,” and they choose magazines with an abundance of illustrations. Novels are read significantly less than before.
Most young people are familiar with Anna Karenina, Oblomov, Natasha Rostova and Pechorin only from films. Reading the four-volume “War and Peace” is more difficult than watching a film, but for some reason no one takes into account that the film was the director’s idea, not the author’s. Even if the film is based on a novel, it has more of a director than an author. An example is the film directed by Vladimir Bartkov based on the novel by M. Bulgakov “The Master and Margarita”. There are many moments in the film that are not in the book and do not contain what Bulgakov wrote about. A film based on a work (no matter which one) and the work itself are two very different things.
However, not everything is as tragic as it seems at first glance. After watching a successful film based on a good novel, you always want to read the book and compare, to find out what the director “kept silent” about. For some young people, searching for the director's deviations from the work has become something of a hobby.
Separately, the Internet and computer games should be highlighted. Computer games have a negative impact on modern youth, especially if they contain scenes of murder and violence (DOOM, SILENT HILL, GTA FAR). And vice versa, intellectual games have a beneficial effect.
Due to the fact that young people prefer to spend more time in front of the TV or computer screen, electronic libraries are being created, and books on disk are in greater demand than traditional ones. Classic books are being digitized, and young people are actively picking them up to read. They also create electronic versions of magazines for young men, for example “PC World”, and many others. Libraries host exhibitions dedicated to those authors whose books were based on films, as well as competitive and game programs dedicated to the works of various authors, and young people take part in these competitions with interest.
From all that has been said, we can conclude that, despite the fact that the prestige of reading is falling, young people continue to read. Traditional books are gradually replacing electronic ones, and this new spirit of the times is actively supported by the younger generation. Modern youth prefer to receive information on electronic media or search on the Internet; I believe that this is not as scary as many youth researchers think. I think the main problem of the Internet is that there is a lot of different information there and sometimes it is difficult to navigate and find what you need. The main task of librarians is to help young people find the maximum necessary information at minimal cost.

3. Practical part.

Reading is one of the most important components of modern life. It influences communication with friends and loved ones, is a means of introducing culture, broadens one’s horizons and, finally, serves as a means of entertainment. For many young people, reading has become a hobby; they love to read. They have their own reading preferences, although they often change. And for some, reading, on the contrary, has become a necessity. They read only what is assigned to them according to the curriculum.
Among the diverse literary genres, you can often get lost. It's very difficult to find something we like. We read everything in a row, trying to settle on one thing that we like. It often happens that constant demands change and this is most often observed among young people.
I decided to conduct research and find out what genres of literature are popular among modern young people. Young people rarely visit libraries, and I would like to know what is causing this.
The goals of my research:
1. Find out the conditions under which young people become involved in reading.
2. Generalization of theoretical and practical experience of youth.
Objectives of the study: to study young people, their problems and interests in the field of reading.
The object of my research is youth and young people under the age of 25.
The subject of the research is: Regional Youth Library named after. Utkin and the Humanitarian Center Library of the Polev family.
I used the following methods: questionnaires, analysis of reader forms and surveys.
To analyze reader forms, I selected students aged 18–21 years. I conducted the analysis at the Humanitarian Center in the Polev family library; I looked at the literature for three years: from 2007 to 2009. I analyzed 10 forms and concluded that students read mostly books according to the curriculum and regularly visit the library.
From fiction, they mainly prefer detective stories, for example, Jackie Collins’ “According to the Laws of the Mafia” and romance novels by foreign writers. But the curriculum occupies a dominant place. Here in the first place are Gogol, Tolstoy, Sholokhov, and among foreign writers Rabelais, Hemingway, Remarque, Marquez, Camus.
I conducted a survey with young people aged 17–20 years. I received the following results. Most young people love to go to the library and love to read. The motives for reading are mainly educational (42%), leisure and scientific-cognitive take second place (29%). Among literary genres, novels took first place - 33%, and classics took second place - 26%. Fantasy and science fiction are in third place - 20%, detectives are in fourth place - 7% and 4% of respondents said that they read everything in a row. Among my favorite authors were A.S. Pushkin, Valentin Rasputin, Jack London, the Strugatsky brothers and Sergei Lukyanenko.
75% of respondents use Internet libraries, but prefer mainly to receive information on traditional media. They view the Internet negatively, but they believe that it is simply impossible to live in the modern world without it. To the question “Do the Internet and computer games affect reading, how?” one of the respondents answered “Very influential. People will soon forget how to read even what they write.”
At the Humanitarian Center, I conducted a survey with an 18-19 year old student. She rarely comes to the library, citing academic workloads. He takes literature mainly according to the curriculum; there is almost no leisure reading, although he sometimes reads novels about love. There are no favorite authors. Actively uses Internet libraries (downloads books to his phone). Believes that “electronic” culture has a beneficial effect on young people.
The results of monitoring the youth were as follows. Quite a lot of young people come to the library: mostly students. Most of them ask for literature on the curriculum. They prefer not to search on their own; they do not behave confidently near the racks. Even when choosing fiction, they ask for constant hints. The librarian is approached with the words: “You haven’t read this book, you don’t know what it’s about, I’d like to read something interesting.”
Thus, from all that has been said, we can conclude that the city’s student youth actively visit libraries. The main motive for reading is educational. Because of this, the classics come first, those writers who are asked by teachers. Due to academic workloads, young people do not find time for free reading. They visit the library mainly to obtain some kind of professional knowledge: they take out textbooks, ask to select literature for writing essays. Leisure reading fades into the background. Among the genres of literature, classics are in first place, novels are in second place, and fantasy and science fiction dropped to third place, and detectives are in fourth place. Young people do not particularly like to visit traditional libraries, preferring electronic ones. At the same time, she knows that reading books from a monitor has a bad effect on her eyesight, but it is more convenient than sitting at a table and reading a printed book.

4. Conclusion.

Analyzing the theoretical and practical parts of the course work, I came to the conclusion that the problem I studied is relevant for modern times.
Reading is very important for modern life. It shapes culture, relationships with loved ones: relatives, friends, and broadens one’s horizons. Reading is especially important during adolescence. Libraries should help young people form their reading circle and provide the necessary information.
According to the data I received as a result of research and study, it can be concluded that young people love to read, but treat reading as an insignificant activity. All genres of literature are in demand, especially classics (but this is related to the curriculum). But among my favorite books, the classics take 3rd place. Fantasy and science fiction come first, and novels come second. Detectives dropped to 4th place. So, young people love to read, but do not like to visit libraries. Young people do not have time to go to libraries due to their academic workload, and everything they need can now be found on the Internet. I believe that libraries need to collaborate with electronic resources, create their own websites to attract new readers and provide a full range of information online.

5. Applications:
Survey Questions
1. Do you often come to the library?
2. Motives for your reading?
3. What genres of literature do you prefer?
4. Who is your favorite writer?
5. Do you use Internet libraries?
6. How, in your opinion, does “electronic” culture influence young people?

Questionnaire.
Dear readers, in modern times there is a huge variety of literary genres, in connection with this the library is conducting research on the topic: “What do young people read?”
We ask you to answer the proposed questions.

1. Please indicate your age_______________________ ____________________
2. Do you like to go to the library? __________________ ___________
3. Do you use Internet libraries?_________________ _____
4. What role do you think reading plays?____________________
5. Do you like to read?_______________________ ___________________
6. Motives for your reading?
1) Leisure
2) Scientific and educational
3) Educational
4) Your own version ______________________________ ______________
7. What genres of literature do you prefer?
1) Fantasy and science fiction.
2) Detectives.
3) Novels.
4) Classics.
5) Your own version_______________________ _____________________
8. Who do you ask for advice when choosing books?
1) Parents.
2) Teachers.
3) Friends.
4) Your own version.______________________ ______________________
______________________________ __________________________
9. Who is your favorite writer?_____________________ ___________________
______________________________ ______________________________ _
10. What book are you reading now?_______________________ __________
______________________________ ______________________________ _
11. Books, on what media do you prefer?
1) Traditional (paper).
2) Electronic.

Thank you for participating.

Questionnaire.
Dear readers.
In modern times, “electronic” culture has become widespread. In this regard, the library is conducting a survey to find out the influence of “electronic” culture on young people’s reading.
We ask you to answer the questions asked

1. Please indicate your age ______________________________ ____________
2. What do you think a library is for? ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ___
3. Do you think today’s youth often or rarely visit libraries?___________________ ______________________________ _ ______________________________ ______________________________ _
4. What role does reading play in people’s lives? ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ___
5. Do you have free time for reading?_______________________ _
6. What do you mean by the term “electronic” culture? ______________________________ ______________________________ ______________________________ ______________________________ __
7. Do you think the development of “electronic” culture affects reading?_____________________ ______________________________ ______________________________ ______________________________ __
8. What media do you prefer to read on?
o Traditional (paper)
o Electronic.
9. Do you think electronic media will be able to supplant traditional ones? ______________________________ ______________________________ ______________________________ ______________________________ __
10. Do you use Internet libraries? ______________________________ ______________________________ _
11. Do the Internet and computer games affect reading, how? ______________________________ ______________________________ ______________________________ ______________________________ __

What books do teenagers read? Is the range of teenage reading different in Moscow, St. Petersburg and Chelyabinsk?

Is it possible to say about one writer that he won the hearts of teenagers from big cities, and about another - that girls from small towns are engrossed in him? Schoolchildren and students have answered sociological research questions thousands of times.

However Lyubov Borusyak, Candidate of Economic Sciences, Associate Professor at the Faculty of Communications, Media and Design at the National Research University Higher School of Economics, decided to listen to the opinions of the teenagers themselves. Moreover, at that moment when they were convinced that adults did not hear them.

They selected 630 thousand personal cards of teenagers and young people of the VKontakte network. The authors of these statements are no more than 23 years old; they study at schools, technical schools and universities in 34 cities of Russia.

The main thing was that the cards mentioned reading, books and writers.

The results turned out to be so unusual that we had to once again check them with the answers that schoolchildren give during regular sociological surveys.

Young ladies and their idol

— Everyone complains that teenagers surf the Internet and don’t read anything. Perhaps not everyone knows that there are more than 50 thousand communities dedicated to literature and reading on VKontakte, explains Lyubov Borusyak. – Based on the results of an analysis of 630 thousand cards and a study of 400 such communities, we found that the circle of writers read by teenagers is small: only 1,400 authors. Moreover, a third of the mentions fit into 50 well-known names.

It is unlikely that anyone will be able to guess the two most popular works that are most often mentioned by teenagers.

These are “And the dawns here are quiet...” by Boris Vasiliev (1969) and “Two Captains” by Veniamin Kaverin (1944).

Neither one nor the other is included in the school curriculum, although both can be understood in school literature lessons. “Dawns”, moreover, come to teenagers through cinema (films by Stanislav Rostotsky in 1982 and Renat Davletyarov in 2015).

Are schoolchildren, often secretly from teachers and parents, beginning to become interested in Soviet literature?

“I checked in vain the VKontakte cards and 400 literary communities, trying to find out what other works of Soviet literature they were reading,” says Lyubov Borusyak. “But I didn’t find anything else.” Perhaps because there are no public institutions that would support reader interest in Soviet literature.”

In a word, if some teenagers who hang out on VKontakte recall Shakespeare from foreign classics created before the 20th century, then the literature of the Soviet period is for them a black galactic hole.

Sometimes the heads of Veniamin Kaverin and Boris Vasiliev, and even the profile of Bulgakov, peek out from it.

But a new (or new old) star is being born before our eyes. In networks, interest in one poet is growing every year. Don’t think that this is Pushkin or Bulat Okudzhava. The idol of teenage girls is the Soviet poet Eduard Asadov (1923-2004).

The most surprising thing is that the youth audience is generally more than indifferent to poets. In all Russian cities, no more than 3% of teenagers mentioned poetry. “Literature” for them is a monolithic concept in terms of genre. This is prose.

Girls usually read Asadov (if any of the 630 thousand boys mention poets, then only Mayakovsky and Brodsky).

The number of online communities dedicated to Asadov leads the way.

“- In communities dedicated to Asadov, you can read confessions of this kind: I was 12 years old, I saw this book on my mother’s shelf, and now I tell my friends about it. Then the poems begin to circulate across networks, and communities of Eduard Asadov are formed. By the way, these are the only online communities where you can read that books of poems by your favorite poet are passed on from mother to daughter.”

What attracts modern young ladies to this poetry?

The girls answer that from Asadov’s poems they learn the truth about life: what true love, loyalty, friendship, honesty in relationships are.

Do you love Remarque?

For girls in the provinces, Eduard Asadov is the same moral model as Remarque is for girls in Moscow.

Beginning her research, Lyubov Borusyak carefully divided all the cities of Russia into four groups: with a population of “one million plus...”, “five hundred thousand plus...”, “two hundred fifty thousand plus,” “less than two hundred thousand...”.

But she didn’t have to use this division: there were no significant differences (for example, in the names of writers or in genres loved by teenagers) between Russian cities.

Only between Moscow and all of Russia.

For girls: Remarque, Chekhov, Bulgakov, Pushkin, Bradbury, Dostoevsky, Yesenin, Leo Tolstoy, Stephen King, Oscar Wilde, JK Rowling, John Green, Nikolai Gogol. For boys: Pushkin, Bulgakov, Gogol, Dostoevsky, Tolstoy, Chekhov, Jack London, Stephen King, Remarque, JK Rowling, Lermontov, Ray Bradbury, J. Tolkien.

Today, the most read foreign author among girls in the capital is Remarque.

It is interesting that in the reading cities of Russia with a population of up to a million people, Erich Maria Remarque is not among the top authors. Just as in the capital Eduard Asadov is not among the top.

“At one time, I was surprised by the revival of interest in Remarque, which was lost in the 70-80s, and even conducted a special survey: “Why do you love Remarque?” says the researcher. “And I realized that this is an author who writes in a language understandable to teenagers.” High school girls still find all the issues that concern them with him.

The second cult author of girls in the province is Antoine de Saint-Exupéry. Boys almost never mark him in their VKontakte cards, and girls even have their own communities dedicated to the “Little Prince.” Girls grow their roses in them!”

Among teenagers, literary works that were loved and considered cult among their great-grandparents are becoming increasingly popular. These are Remarque, Hemingway and Salinger.

A new wave raises all three fifty years later, proving that they are the eternal companions of youth. And the granddaughter takes down from the bookshelf the book that her grandmother and even her great-grandmother was fond of.

Maybe because the girl’s mother has never read this book?

What do you like

Most of all they like foreign translated literature.

85% of survey participants answered this way.

The selection of modern foreign authors included in the teenage reading circle is boringly the same for every city and region of Russia. And the top of this list completely coincides with the top in the international Facebook ranking. There is a traditional set of cult authors circulating around the world.

At the top of the ranking are JK Rowling, Stephen King, J.R.R. Tolkien. All Russian cities are filled with their books. Teenagers (if it occurs to them to read something) buy or download the same books as their peers in the USA, Europe, Australia and even India.

For the boys, John Martin is in fourth position, Andrzej Sapkowski is in sixth, Susan Collins is in seventh, Dan Brown is in ninth, and Janusz Wisniewski is in tenth. For girls, Ray Bradbury is in second place, John Green is in third, Stephenie Meyer is in ninth, and James Dashner is in tenth.

In sixth position for girls and eighth for boys is Salinger.

Among the definitions that teenagers apply to translated literature are: “bright, colorful, unexpected, new, cool, new, fresh, cheerful, cheerful, free, truthful, great, brilliant...”. They did not award modern Russian literature with such epithets.

"Weak, stupid and corrupt"

In the horizon of modern Russian literature, teenagers can distinguish only a few stars. For girls these are the Strugatskys, Miriam Petrosyan, Pelevin, for boys - Glukhovsky, Pelevin, Belyanin, Strugatskys.

In recent years, the star of Zakhara Prilepin has been rising in teenage online communities.

A pattern has emerged: the smaller the city, the more teenage boys read Russian fantasy. The leader in this segment is Dmitry Glukhovsky, who is among the top ten most popular authors based on VKontakte mentions. Girls, however, do not like Russian fantasy (especially dystopia) and consider the only respected author of this genre to be J.R.R. Tolkien.

Of the 630 thousand visitors to VKontakte, only 3% mentioned modern Russian literature. “She is not needed,” said young readers. Two thirds of those surveyed could not name a single contemporary Russian writer.
There are no winners of prestigious literary awards for teenagers. As well as these awards themselves.

After all, each of these writers gives interviews, appears in the media and is present on networks. To see the situation through the eyes of schoolchildren, the researcher asked them to select 3-5 epithets for modern Russian literature.

And adjectives poured out like a bucket. Among the disadvantages of modern literature through the eyes of a teenager: “Boring, weak, pathetic, stupid, stupid, stereotyped, secondary and...

“And corrupt,” Lyubov Borusyak completes the phrase. – During the research, I conducted focus groups with librarians. They expressed the opinion that no one needs modern Russian literature. Causes? The first: so abstruse that it is “brain-blowing”, the second: “saleful and commercial”.

So modern teenagers don’t invent anything. They just repeat after adults.”

What pushes adults to make these statements? The researcher believes that this picture of the world is formed by fear.

The reader does not dare to determine the level of a literary work himself. He doesn't feel equipped enough to judge whether it's good or bad. And he is ashamed that he might make a mistake. Adults (as well as schoolchildren) want to wait for the opinion of authoritative people who will tell them: “This is an eternal book.” Or at least: “This is a cool book!”

It's funny that the jury of literary awards, in the minds of most Russians, are not such authoritative people.

When it comes to YA dystopias or fantasy literature, no one thinks of demanding the “modern classic” seal: everyone buys or downloads a book because they like it. If you don’t like it, let the author go off into the woods.

But the mention of some topical novel makes young readers look away. “Now,” they say evasively, “we cannot determine whether this is good or bad literature, but... most likely, it is bad.” Everyone answered negatively to the question whether they would like to read contemporary Russian authors in the school curriculum. But many suggested introducing Harry Potter into the school literature course.

You may know that kharcho is a spicy soup, but you don’t have to eat it

Who will be surprised now that modern teenagers extol Russian classical literature with such enthusiasm?

They are confident that our classics bring to readers moral values ​​of the highest standard. The lack of values ​​with a capital letter is one of the reasons why modern literature seems immoral, immoral and, in general, unacceptable to schoolchildren.

What works of the school curriculum did they like?

Top of the list are “Crime and Punishment” and “Fathers and Sons”.

If the survey had been conducted in the spring, The Master and Margarita would have been in the lead, but in the fall many people still haven’t read Bulgakov’s novel in school.

What did survey participants like from the list of school classics (in descending order)?

Girls: “Crime and Punishment”, “Fathers and Sons”, “The Master and Margarita”, “Garnet Bracelet”, “War and Peace”. Young men: “Crime and Punishment”, “Fathers and Sons”, “War and Peace”, “Oblomov”, “Dead Souls”.

What didn't you like?

“War and Peace”, plays by Ostrovsky, “Oblomov”, stories by Bunin, “At the Lower Depths” - for girls

“I didn’t like everything”, “War and Peace”, Leskov, Ostrovsky’s plays, “Oblomov” - among young men.

The researcher noted that these opinions should not be trusted: teenagers speak from hearsay. Only 18.3% of girls and 14.3% of boys answered that they read “almost everything” from the school literature course. 75.6% of girls and 76.1% of boys admitted that they were familiar with “only some works,” and 6% of girls and 9.6% of boys answered: “I practically don’t read.”

Almost half of the study participants stated that Russian classics are not only modern, but will remain so forever. A third of girls and 40% of boys suggested that it was “partially outdated.” Only a few made the dissident statement that the school literature curriculum is outdated in principle. This was the opinion of 1.6% of girls and...16% of boys out of 700 schoolchildren.

Perhaps boys are more likely to attract attention.

The girls discovered that Russian classics have many advantages.

Let's begin. Firstly, she is “beautiful, refined, graceful, aesthetically perfect.” Secondly, “teaching, instructive and informative, high, spiritual, moral, deep, eternal, immortal...”. Further - everywhere.

“- The boys replied that “Russian classical literature is deep and bottomless.” But for them it is also “wide”...that’s how wide it is! - Lyubov Borusyak laughs. - In general. such a huge block that brings lofty ideas to children..."

When teenagers were asked to write what they personally did NOT like about the school literature curriculum, 40% of the boys gave two radical answers.

Firstly, they didn’t like everything about the school literature curriculum. Secondly, they didn’t like anything about the literature course.

“There is a contradiction. On the one hand, at the level of values, they recognize that Russian literature is great and powerful. On the other hand, they simply don’t read it,” says the researcher. — In order to know that kharcho is a spicy soup, you don’t have to eat it. Yes, young people are successfully developing an idea of ​​the importance of reading. They are convinced that they need to read correct, exemplary literature, selected for them by adults. But as often happens in life, values ​​and practices are almost unrelated to each other.

More than a quarter of teenagers who consider Russian classics great answered that they do not read anything. Every sixth guy said: screw this school classic, no one needs it anymore. Every tenth boy who filled out the questionnaire does not read anything even at home.”

I change “Thunderstorm” to “Dowry”

When the teenagers themselves were asked whether it was difficult for them to read Russian classical literature, they assured that it was not. 58.3% of girls and 60.7% of boys answered this way.

However, the girls admitted: the main disadvantage of Russian classics is that they are too difficult. The boys clarified: too boring.

Boys don't like to admit when they don't understand something.

For modern teenagers, reading is a whimsically multi-layered process. Reading a novel means (among other things) reading its summary.

What struck the researcher most?

“I received several questionnaires in which the guys expressed their idea that history moves in circles. They are sure that nothing new has appeared in human relations and ideas, and the great Russian writers have already said everything,” says Lyubov Borusyak. “These teenagers clearly expressed an opinion that frightens me.” More than half of them are convinced that Russian classics are eternal. School and society instill this in them along with the thesis that a person changes little, and that Russian classics say “about everything that was and what will be.” 40% of them believe that nothing new is happening in the world!

One of the consequences of this is that it does not occur to them that modernity can be understood with the help of modern literature.

Recently I asked my son to open the cards of his friends and analyzed the reading circle of young intellectuals (not philologists). They have the best education. Every second person writes about the value of reading: they received this attitude in their family.

But these educated young readers have no interest in new things. I counted the leaders of their reading and looked at when these books came out. It turned out that they did not mention a single book published after 1980! Here is a portrait of our ideal reader: an attentive, understanding text, reproducing the values ​​of the Russian and Soviet intelligentsia and... stopping where she left off!

My conclusion: school does not encourage teenagers to move forward. She teaches them to focus on what has been tested and selected by someone. Focusing on traditions as the main and almost the only value shapes us as we are: not striving for change. This is something I will still think and write about.”

Lyubov Fridrikhovna Borusyak spoke about the results of her research at the seminar of the Institute of Education of the National Research University Higher School of Economics "Current research and developments in the field of education."

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