实践研究

小众文化视角下图书馆阅读推广策略研究

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  • 1黑龙江大学信息管理学院 哈尔滨 150080,2齐齐哈尔医学院图书馆 黑龙江 161006)
黄丽霞,女,1967年生,黑龙江大学信息管理学院教授。 欧 燕,女,1993年生,黑龙江大学信息管理学院硕士研究生。 石 艳,女,1982年生,齐齐哈尔医学院图书馆馆员(通讯作者)。

网络出版日期: 2022-01-18

基金资助

本文系黑龙江省教育厅项目“医学院校图书馆服务定位和发展策略研究”(项目编号:2017-KYYWF-0691)的研究成果

Research on Library's Reading Promotion Strategy from the Perspective of Niche Culture

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  • 1.School of Information Management, Heilongjiang University, Harbin,150080,2.Qiqihar Medical University Library,Heilongjiang,161006)

Online published: 2022-01-18

摘要

[目的/意义]以小众文化视角研究图书馆的阅读推广,有助于图书馆阅读推广的转型发展。目前,国内以 小众文化视角展开图书馆阅读推广的研究较少,本研究可为今后相关研究提供参考。[方法/过程]基于小众文化 及其在图书馆阅读推广的价值,提出三种小众文化视角下图书馆阅读推广方式,并结合温州市图书馆小众文化阅 读推广实例,提出相应发展策略。[结果/结论]小众文化视角下图书馆阅读推广创新发展策略应在探索小众圈层, 避免同质化竞争;发掘优质资源,强化价值引领;实现圈层共振,突破大众圈层壁垒;打造小众品牌,多维度宣传营 销;增强群体粘性,建立深度情感纽带上进一步展开讨论。

本文引用格式

黄丽霞 , 欧 燕, 石 艳 . 小众文化视角下图书馆阅读推广策略研究[J]. 情报资料工作, 0 : 102 -109 . DOI: 10.12154/j.qbzlgz.2022.01.009

Abstract

:[Purpose/significance] The study of library reading promotion from the perspective of minority culture is helpful to the transformation and development of library reading promotion. At present, there is a little research on li? brary reading promotion from the perspective of niche culture in China. This study can provide reference for relevant re? search in the future.[Method/process] Based on the niche culture and its value in library reading promotion, this paper puts forward three ways of library reading promotion from the perspective of niche culture, and puts forward the corre? sponding development strategies combined with the example of niche culture reading promotion in Wenzhou Library. [Result/conclusion] It is proposed that the innovative development strategy of library reading promotion from the per? spective of niche culture should explore niche circles to avoid homogenous competition; tap high-quality resources and strengthen value guidance; achieve circular resonance and break through mass circle barriers; create a niche brand and multi-dimensional marketing; enhance group stickiness and establish deep emotional ties to further develop discussion.
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