URN_NBN_SI_doc-PRH3S6LT

Knjižnica, 2018, 62 (3), 51–67 67 Vpliv fizičnega prostora in družbenega okolja na bralno izkušnjo: izsledki študije šestih fokusnih skupin   Prentice, D. A., Gerrig, R. J. in Bailis, D. S. (1997). What readers bring to the processing of fictional texts. Psychonomic bulletin and review , 4 (3), 416–420. doi: 10.3758/BF03210803 Rose, E. (2011). The phenomenology of on-screen reading: university students’ lived ex- perience of digitised text. British journal of educational technology , 42 (3), 515–526. doi: 10.1111/j.1467-8535.2009.01043.x Rowsell, J. (2014). Toward a phenomenology of contemporary reading. Australian journal of language and literacy , 37 (2), 117–127. Tseloudi, C. in Arnedillo-Sánchez, I. (2016). Capturing mobile learning in context. V Global learn 2016: global conference on learning and technology (str. 511–516). Limerick, Ireland: Association for the Advancement of Computing in Education. Wolf, M. (2007). The Proust and the squid: the story and science of the reading brain. New York: Harper. Wolf, M. in Barzillai, M. (2009). The importance of deep reading. Educational leadership , 66 (6), 32–37. dr. Ana Vogrinčič Čepič Oddelek za bibliotekarstvo, informacijsko znanost in knjigarstvo, Filozofska fakulteta, Univerza v Ljubljani, Aškerčeva 2, 1000 Ljubljana e-pošta: ana.vogrincic@guest.arnes.si dr. Anežka Kuzmičová Stockholmska univerza, Frescativägen 22B-26, SE-106 91 Stockholm, Švedska e-pošta: anezka.kuzmicova@littvet.su.se dr. Patrícia Dias Katoliška univerza v Lizboni, Palma de Cima, 1649-023 Lizbona, Portugalska e-pošta: patriciadiassoares@gmail.com

RkJQdWJsaXNoZXIy