本研究以《中時》「家庭版」為例，從1956年11月25日起至2004年12月31日逐日翻閱歷時五十年的該版面。作者以「形式與內容｣為經緯，檢視「家庭版｣變化，將歷史沿革分為五個時期：始自週刊、繼而日日出刊、刊名的改變—各類軟性題材齊聚、報禁解除：「家庭版」重生、周末報時期版面倍增。筆者歸納影響的因素，發現早期因報禁限張政策，使得非藝文、體育和影藝的其餘軟性題材，全都置於「家庭版」中，報禁解除後，家庭類的版面激增，設立與內容轉而受商業力量左右。 「家庭版」與其他版面最不同之處，就是強調讀者參與。讀者參與空間漸增，從限時限定主題的刊登，到每日至少刊登1~3篇讀者投書。近五十年當中，讀者除踴躍參與「家庭版」徵稿外，從讀者筆戰交鋒中更可發現，其對家庭價值捍衛有時更勝於編輯。 「家庭版」中的女性角色，從主內持家轉為家庭與事業兩者兼顧的形象，女性新角色承擔了雙重壓力。家庭不是封閉體系，亦受到外在政治、經濟與社會影響。歷經1980年代經濟起飛、政治開放，女性從事政治、社會運動與社會志工的社會角色漸漸增多，女性角色更顯得多元且豐富。 / This thesis focuses upon the Family section of the Chinatimes and examines its presentations of female roles during the past fifty years on a daily basis, ranging from November 25, 1956 to December 31, 2004. The author discerns that historical evolvements of the Family section into five periods: it came initially as a weekly, followed by a daily format, with the change of its title, the Family section took in more and more various soft subjects. The latest is the arrival of Taiwan’s newspaper deregulation and consequently the revival of Family section and the multiplication of weekend edition. As a conclusion, we should say that the Family section was deeply conditioned by the government’s newspaper policy of limiting the competition of the media. The press landscape has seen a sea-change since the late 1980s though, when topics used to be covered in the Family section gradually expanded into other pages. Commercial forces has by this time overridden political effect. The reader participation is the most important and distinguished characteristic in Family section. Family section is considered to defend our social value. From the reader’s argument, it is found that readers make more efforts than the editors. The female roles are represented in Family section.The changes from housewife image that helps the husband and teaches the children, to the professional women image that looks after both work and family. However, even when economically independent, women have never been released; instead, they take much more stress than before. After 1980s, raise of economic and openness of politics ,the social roles of women have seemed to be more abundant.

近五十年來，我國公共圖書館事業伴隨經濟成長，已然建立完善的圖書館系統。然而一般民眾對於公共圖書館所提供服務之認識與利用，尚未普遍，顯示從服務利用的角度來看，現階段公共圖書館之成效仍未臻理想。因此，如何針對不同地區之讀者群需求，研擬服務策略，以吸引民眾利用公共圖書館之各項服務，並提升現有讀者之服務利用層次與深度；同時掌握不同地區之讀者所重視之服務項目，據以改善不同地區之公共圖書館的服務品質，遂成為公共圖書館亟待研究的重要課題。 本研究以臺北縣十市、四鎮及十五鄉之公共圖書館之讀者為研究對象，以問卷調查到館讀者對於公共圖書館服務之要求與讀者利用公共圖書館之行為，並且將讀者利用行為分成城市地區與鄉鎮地區二部分作為比較，找出造成公共圖書館讀者使用之城鄉差異現象之因素。本研究之具體結論可以歸納為四方面，並提出改善公共圖書館城鄉差異現象的九點建議。

本研究以回答「何謂好圖畫書」為主軸，透過兩階段進行探究：一為透過訪談方式，了解圖畫書文化迴路中發行者、創作者、消費者與經營者角色對「何謂好圖畫書」的見解，以及對現在台灣圖畫書市場的看法與建議，二為研究者實際進入幼兒園，以階段一的發現以及相關文獻資料的搜集，選定一本現在圖畫書較少見的題材與幼兒一同閱讀，進而探討台灣圖畫書市場有何可能的發展空間。最後，本研究共提出四個研究主張： 一、 批判媒體識讀的必要性 圖畫書的意義透過生產、消費、規制、再現與認同五個狀態彼此滲透循環而成，因此我們不應單純將圖畫書視為文字與圖畫的集合體，而是必須抱持批判的角度閱讀文本，找尋可能隱藏在文本中的真實。 二、 圖畫書多元主題的必要性 圖畫書受到商業利益考量、家長對孩子的教育觀等環境因素影響，具有「殘缺文本」的存在，即某些主題的圖畫書在市場中較為少見與處於弱勢，然而為刺激幼兒的批判閱讀能力，我們有必要提供豐富多元的文本給幼兒。 三、 不過度依賴書單的單一訊息 書單提供消費者消費的便利性，然而消費者也因此對書單過度依賴，所以閱聽人使用書單時應注意使用方式，否則容易喪失培養自我閱讀品味的機會。 四、 反對崇尚智識取向的圖畫書 台灣家長選書時，常受到「能否帶給孩子知識」的智識取向影響，然而這樣的思維容易讓孩子錯失閱讀多樣文本的機會，由於閱聽人可透過閱讀與批判的過程為文本賦予新意，因此圖畫書無好壞之分，端看讀者如何使用它。 / The purpose of this study is to answer ”What means good picture book?” and the concrete research concerns in this study include: (1) through in-depth interview with producer, author, consumer, and business operator in circuit of culture to understand how do they think about “good picture books ”, and their suggestion to Taiwan picture book industry, (2) choose one picture book which is rare in Taiwan picture books industry and study with children. There are four main findings from this study as follows: 1. The necessity developing critical thinking skills in media literacy Picture books are made through representation, regulation, consumption, production, and identity, so we can not only see picture books as a combination of words and pictures but try to find out the reality which hides in texts. 2. The necessity of providing multi-thesis picture books It exists “mutilated text” in picture book industry because of commercial profit and parents’ educational idea, but we have to provide children multi-thesis picture books to stimulate their critical thinking skills. 3. Do not rely on booklist too much We have to know that booklists make us choose picture books easier but may also make customers rely on it too much. 4. Do not advocate “knowledge-based” picture books If Taiwanese parents always choose “knowledge-based” picture books because they think those make children learn much more knowledge, children will loose their chance to meet multi-thesis picture books. In fact, texts do not really matter, but the key is how we read it with critical thinking skills in media literacy.

許多讀者時常透過閱讀旅遊敘事來認識異地，無論是敘事中的文字或圖片，皆能為讀者建構異地風貌並藉此延伸出許多關於該地的認知與想像。據此，本研究旨在探究讀者在閱讀旅行敘事過程中，對於旅行圖文敘事因何產生想像，是否有特定因素會勾起讀者的想像開關，圖文敘事因何使讀者產生想像。 研究發現，讀者閱讀旅行敘事時，對於具有當地特殊文化背景的物品、人物的故事、動作與對話、歷史背景等特別能夠勾起讀者的想像。文字敘事可利用關於細節的描述、感官、形容詞、生命經驗、故事等喚起想像。此外，非本國文字的使用也可使讀者延伸想像。圖片在旅行敘事中的功能多在印證與具體化，且可能限制讀者想像。 讀者所生成的想像內涵中可發現，閱讀旅行圖文敘事能夠使讀者產生關於空間、修補外在客觀形式、情感、聯想、生命經驗、記憶以及五感聯想中的視覺聯想等。而其他時間、因果、對比、創造新形象以及五感聯想中的聽覺與嗅覺皆少有想像。 / Many readers access to foreign place by reading travel narratives and pictures. While reading travel narratives, many imaginations and affection come out from their mind. This study aims to explore the imagination of reader on travel narratives and pictures. If there is any element in narratives and pictures can arouse reader’s imagination, and what those elements are. The study shows that when reader found something is unfamiliar with, people’s conversation and story, and the history can arose imaginations. The descriptions, adjectives, life story and experience in narratives do help to arose imagination. In addition, foreign characters also make readers think further. However, pictures in travel narratives limit the imaginations, it makes readers stop imagining. Most of imaginations are about the space, fix objective forms, affection, life story, experience, and visual association. Less do people think of time, causality, contrast, making new image, hearing association and olfactory association.

重複式閱讀法(repeated reading)最初在英語為母語的國家施行，藉由重複閱讀同一文章方式，達到認字自動化(automaticity)，用以提升閱讀的速度與理解度。多項實驗研究顯示，口語流暢度與閱讀能力有高度的正向相關，而重複式閱讀法能有效提升口語流暢度。此研究是為期十二週的同儕教導式閱讀教學法(peer-mediated repeated reading)運用於台灣北部一所國中英語課程中，參與者為二十八名八年級學生。以學校教科書內文章和學校採用的學習補充閱讀內容為學習教材。重複閱讀活動每週兩次，共二十四節活動。 此研究採個案研究法，選擇三組學習者作為觀察對象，以深入探討學習者於同儕教導式重複閱讀法中的學習過程，以及觀察探討關鍵事件(critical event)於學習的影響。資料蒐集包含質性資料：(1)課堂觀察記錄，(2)學生學習日誌，(3)四次個人訪談，以及(4)四次文章一分鐘口語閱讀正確字數(correct words read per minute)的量化資料。 根據三組個案研究得到的結果顯示，於國中英語課堂中實行同儕教導式閱讀教學法，對口語流暢度產生的學習機會為：(1)因累積的練習影響與斷句運用而導致口語速度的增加。(2)口語閱讀準確度的增加。同儕提供的口語錯誤糾正，學習者自身對於正確度的自覺提升，以及自我學習狀態監測對正確度提升有正向影響。(3)因閱讀速度增加的學習成果或指導同儕提高自我信心而提升的英語學習動機。而在運用同儕教導式閱讀教學法於課堂活動，可能遭遇到的挑戰為：(1)同儕無法提供糾正性回饋，導致口語錯誤一再重複。(2)因欲增加口語速度或因重複的過程無聊，而未清楚地唸出英文字彙的發音，隨意帶過。(3)過度依賴同伴提供的立即口語回饋，以及標示的中文注音符號來念出不會的單字。最後，依據本研究結果，針對此三項挑戰提出建議。並基於此研究中同儕教導式重複閱讀法對於口語流暢度產生正向的增進效果和提供的學習機會，建議於國中英語課堂中採用此學習法，有助於增進國中生口語能力。 / This study was conducted to determine affordances and challenges pertaining to peer-mediated repeated reading (RR) as a regular classroom activity in junior high schools. Although RR has been widely used in L1 countries as a method to develop oral reading fluency, it has only been studied by Taiwanese researchers in the last decade. However, limited research has been conducted regarding the implementation of RR in junior high school English classrooms. Therefore, this qualitative study was conducted to obtain further understanding of the impact of RR regarding the improvement of oral reading fluency among junior high school students. Changes in oral reading performance among 28 participants from a junior high school in Northern Taiwan were observed over the course of a 12-week peer-mediated RR program; furthermore, the learning processes among all participants, which featured three focused dyads, and the critical events experienced along with the impact of these events, were observed. The collected data included classroom observation notes and videos, students’ learning journals, four interviews, and quantitative oral reading rate data (correct words read per minute). The affordances of this method were determined as follows: (1) oral reading rates increased because of the effect of accumulated practice and more practice with sentence chunking; (2) oral reading accuracy was enhanced because participants were provided corrective feedback and developed a sense of accuracy; furthermore, some high achievers demonstrated an enhanced metacognitive ability; and (3) having a partner motivated the participants to learn and facilitated the development of a sense of self-competence during the RR sessions. The following challenges were also encountered: (1) repeated errors resulted from the lack of corrective feedback from partners, (2) careless oral reading owing to the pursuit of a higher oral reading rate or the boredom arising from repetition, and (3) overreliance on corrective feedback from partners and the use of Mandarin phonetic symbols to read out unknown words. Overall, the findings of this study suggested that the peer-mediated RR method could be effectively applied as a regular classroom activity in junior high schools to enhance the oral reading fluency of students.

本文旨在探討透過後設論述觀念的教授，對高中生英文閱讀表現有否顯著效益，同時加以深入分析後設論述觀念，對於不同英語能力程度的學生在其閱讀表現有否不同的效益。 壹、研究方法 (一) 本行動研究以八十位桃園縣立某高中二年級兩班社會組學生為本實驗教學之對象。將兩班學生分成實驗組和控制組，同時在實驗組班級中，依據其在英語分級測驗的成績分配出高分組和低分組。 (二) 兩組受試者先進行閱讀理解的前測，並填寫一份有關其已知語言學習策略之問卷，實驗組學生接受十二週後設論述觀念的閱讀教學，而控制組學生只接受一般高中英文課程教學。 (三) 此外，實驗組學生並填寫有關於後設論述觀念的前後問卷，兩組受試者前後測成績皆以獨立及相依樣本t 檢定統計方法來分析學生的成績。 問卷的結果以百分比形式及統計卡方方法表列；百分比同質性檢定用來分析高分組和低分組學生們對於後設論述觀念教授的不同反應。 統計顯著水準.05 用於所有分析中以決定顯著差異是否存在。 (四) 最後，實驗組受試者須填寫一份有關於他們對後設論述觀念教授的觀感以及策略應用之問卷。 貳、研究結果 (一) 實驗組和控制組間其閱讀表現並有顯著差異。 實驗組學生因有後設論述觀念教授而在閱讀表現上有顯著提升。 (二) 實驗組的高分組與低分組在前後測閱讀表現有顯著差異。 高分組及低分組學生皆因有後設論述觀念教授而在閱讀表現上有顯著提升。尤其對高分組學生閱讀表現助益更大 (三) 問卷結果顯示，大部分實驗組學生對於後設論述觀念教授在閱讀表現上的效益抱持肯定態度。高分組及低分組學生皆持正面態度。 (四) 問卷結果顯示，大部分實驗組學生認為對於後設論述基模中的文本後設論述觀念的學習，較優於人際間後設論述觀念的學習。 (五) 問卷結果顯示，大部分實驗組學生認為，應用文本後設論述中的連接轉折詞及順序詞 對於提升他們英文閱讀能力幫助極大。　 參、研究限制 (一) 本研究在實際高中英文閱讀教學情境中進行，僅以研究者所任教之兩個班級為對象，目的在於透過後設論述觀念教授高中生英文閱讀之研究，探討此教學方法應用於台灣高中學生在英語閱讀學習之成效及可能遭遇的學習瓶頸。因此，若欲據以推論其它不同學校與不同程度學生之教學應用，尚需進ㄧ步探究。 (二) 國外文獻多數討論後設論述觀念與英文作文教學應用，有關於和英語閱讀學習成效的文獻則極為稀少。本研究根據研究結果，提出後設論述觀念教授與第二外語英語閱讀教學意涵上的探討，提供台灣英語教師教學策略的的思考和想法。 / This study explores whether if there are significant effects of metadiscourse schema on senior high EFL students’English reading comprehension. The study further investigates if there are significant effects of metadiscourse schema on reading comprehension for students with different language proficiency levels. It also reports the students’responses to metadiscourse schema on: the textual and interpersonal aspects. The subjects are eighty second-graders from Y.F. Senior High School in Taoyuan County. They are equally divided into the experimental and control groups based on the statistical s-shape distribution. The experimental group is further categorized into high-and low-proficiency subgroups based on the score of the placement test. Subjects in the experimental group take the instruction of metadiscourse schema for reading comprehension in twelve weeks. All subjects take the pre-and post-test for reading comprehension and fill in Questionnaire I. 　　The independent and dependent-sample t-test is used to analyze the subjects’ scores in the tests. The results of Questionnaire II are tabulated in terms of frequency and percentage. The results of Questionnaire II between high-and low-proficiency groups are analyzed by the test of homogeneity of proportions. Besides, the results of Questionnaire III also be discussed and analyzed. The .05 level of significance is used in all analysis as the criterion level for determining a significant difference. The major findings in this study are summarized as follows: 1.There is a significant difference in the reading performance between the experimental and control groups. When metadiscourse schema is instructed to the experimental group, the EG subjects have the significant improvement in reading performance. 2.There are significant differences for the high-and low-proficiency groups in the experimental group between Questionnaire II before and after the metadiscourse instruction. HPG gain more benefit from the instruction of metadiscourse schema than LPG. 3.The results of Questionnaire III on the students’ responses to metadiscourse schema show that most subjects’ perception of the effects of metadiscourse schema on the reading performance is positive. 4.EG subjects gain more benefit from the instruction of the textual metadiscourse than the interpersonal metadiscourse. 5.The results of Questionnaires II on the instruction of metadiscourse schema indicate that logical connectives and frame markers in the textual metadiscourse are the features most frequently used by senior high EFL students Based on the above-mentioned findings, pedagogical implications are provided and further research suggested.

摘要 本文以台灣戰後文學小說中的現代交通工具為觀察對象，藉由空間閱讀與 移動性研究的途徑，分析戰後台灣文學小說中的交通工具移動及其所形成的空 間敘事模式，並從中探討戰後台灣文學小說書寫與社會、政治、經濟以及文學 美學之間的相互關聯與影響。 自兩次工業革命以降，火車、汽車乃至於輪船、飛機等現代交通工具改變 了人類社會中的時空關係與移動模式，也對政治、經濟、乃至於文學與美學的 發展形成了莫大的影響。而文學中的時空關係、敘事結構也隨著現代交通移動 拓展出了全新的模式與風格。 晚近的社會學研究有感於過往的交通研究多集中在技術與規章方面的研究， 而忽略了交通移動與人類社會中其他領域的對話與交流，在九〇年開始逐漸發 展出移動性(mobility)的學科研究範疇。而在台灣文學研究中，晚近新興的空 間閱讀補充了台灣文學史長久以來以時間為軸的視野與維度。在移動性研究與 文學空間閱讀的啟發與幫助下，本文試圖發展出關於交通移動與空間敘事模式 的閱讀策略。 本文在正文的討論中選擇了戰後台灣文學小說最常見的三種交通工具:火 車、公共汽車以及自用汽車，分別從小說中各交通工具的移動性特質出發，分 析小說中的空間敘事模式，以及這些空間敘事模式如何與小說內、外緣的政治、 經濟、文學美學與社會變遷形成相互性的影響與對話。 關鍵字:現代交通、移動性、空間閱讀、空間敘事、相互性

隨著身心障礙者的服務範圍越來越廣，圖書館的特殊讀者服務也由視覺障礙、肢體障礙等外顯性障礙的服務擴展到學習障礙者、聽覺障礙者或其他感知著作有困難之特定身心障礙者。 由於學習障礙者也被納入了特殊讀者服務的修正辦法中，因此本研究旨在討論大學圖書館對於學習障礙學生服務之現況，以半結構式訪談法進行研究，對象分為大學圖書館員，以及大學學習障礙學生。 就館員而言，進行館員對於學習障礙學生的認識及服務內容與實際上的服務進行調查。就學習障礙學生而言，調查其對於館內圖書資源與服務的看法，了解是否適合學習障礙學生使用。 綜合訪談之結果獲得結論為：(一)圖書館員對於學習障礙的認知與專業能力不足；(二) 圖書館員難以辨認無外顯障礙的學習障礙大學生；(三) 大學圖書館尚未建立學習障礙相關設備；(四)學習障礙大學生們目前可以取用的資訊仍限於館內現有資源。 最後提出根據研究結論大學圖書館對於學習障礙學生應提供服務之建議，及未來相關可行的研究方向。 / As the service scope for people with disabilities broadens, library services for people with disabilities have expanded from the initial provision of services for people with physical disabilities, such as visual or mobile impairment, to those with learning disabilities, hearing impairment, or other perception-based disabilities. Recent amendments to regulations governing library services for people with disabilities have added provisions for people with learning disabilities. Therefore, this paper aims to discuss the current state of library services for people with disabilities in universities. A semi-structured interview was designed to collect data from university librarians and university students with learning disabilities. For the librarians, interviews were centered on their understanding of students with learning disabilities, service content, and actual service provision. For the students with disabilities, interviews were focused on their perceptions of library resources and services and whether they are suitable for students with disabilities. A summary of the interview outcomes revealed that (1) the librarians lacked the understanding and professional capacity to serve students with disabilities; (2) the librarians found it difficult to recognize students with learning disabilities without apparent physical impairments; (3) universities libraries lack the facilities to provide services to students with learning disabilities; and (4) only a limited amount of library resources are available to students with learning disabilities. Finally, several suggestions were proposed to university libraries for the provision of services to students with learning disabilities were proposed based on the findings of this study, and several recommendations were proposed for future research.

隨著資訊社會的來臨，數位文本逐漸普及，數位閱讀已成為閱讀的主要發展趨勢。相較於傳統偏向於線性閱讀的紙本閱讀模式，在閱讀過程中常以非線性進行閱讀的數位閱讀必須要有適當的輔助閱讀策略或機制，方能改善淺層閱讀，以及無法長期持續閱讀的問題。換言之，為提昇讀者在數位閱讀環境中的閱讀理解和成效，數位文本需要設計更有效的輔助閱讀機制來引導讀者進行更有效的閱讀學習，而發展高層次的閱讀認知策略鷹架輔以閱讀，為一可行的發展方向。 基於上述原因，本研究在「合作式數位閱讀標註系統」輔以數位閱讀的環境中發展閱讀認知策略鷹架，並與沒有結合此鷹架的「合作式數位閱讀標註系統」進行比較，以驗證有採用閱讀認知策略鷹架的實驗組學習者，是否在英語閱讀理解成效、科技接受度及學習滿意度上優於沒有採用閱讀認知策略鷹架的控制組學習者。也進一步探討「合作式數位閱讀標註系統」輔以所結合的閱讀認知策略鷹架對於場地獨立與場地依賴不同認知風格、以及高低不同英語起始能力者在英語閱讀理解成效、科技接受度及學習滿意度的影響。 實驗結果發現，在使用「合作式數位閱讀標註系統」之學習情境下，採用閱讀認知策略鷹架之實驗組學習者的閱讀理解成效、平台瀏覽次數以及各類型策略標註數量皆優於控制組學習者；並且場地相依型學習者的閱讀理解進步分數優於場地獨立型學習者。也就是本研究在「合作式數位閱讀標註系統」所發展的閱讀認知策略鷹架能有效協助學習者提升其閱讀理解成效，特別是場地相依型認知風格的學習者。另外，無論是對高分、中間、或低分組的學習者而言，採用閱讀認知策略鷹架之英語閱讀理解成效皆優於沒有採用閱讀認知策略鷹架；最後也發現認知有用性、認知易用性及學習滿意度三者之間具有顯著關連性。 / With the coming of the Information Age, digital texts are getting more and more popular. Compared to the traditional paper-based reading, nonlinear digital reading requires proper strategies or mechanism to help improve the shallow reading and short-term retention, which have been reported as the main disadvantages of digital reading. In other words, readers need inferential reasoning and comprehension monitoring strategies in order to keep concentration while reading digital texts. A scaffold of cognitive reading strategies, therefore, was developed and combined into Collaborative Digital Reading Annotation System (CDRS) in this study. It aimed to confirm whether the learners in the experimental group with the scaffold of cognitive reading strategies support outperformed the learners in the control group without the scaffold of cognitive reading strategies support on English reading comprehension, technology acceptance degree, and learning satisfaction. Furthermore, this study also examined the effects of distinct cognitive styles of field independence and field dependence and learning capability between both groups on English reading comprehension, technology acceptance degree, and learning satisfaction. The experimental results present the following findings. First, the learners in the experimental group applying CDRS with the scaffold of cognitive reading strategies outperformed the learners in the control group using CDRS without the scaffold of cognitive reading strategies on English reading comprehension, platform views and annotation numbers of four different cognitive strategies. Besides, while reading by CDRS combined with the scaffold of cognitive reading strategies, the field-dependent learners significantly outperformed the field-independent ones on reading comprehension gain. Moreover, the learners in the experimental group, either with high, medium or low learning capability, remarkably outperformed the ones in the control group on English reading comprehension. Finally, significant correlations among perceived usefulness, perceived ease of use, and learning satisfaction in both groups were found.

本研究旨在探討公共圖書館青少年閱讀推廣活動成果評鑑之規劃與執行，研究目的包括：（1）探討公共圖書館青少年閱讀推廣活動成果評鑑方法與指標。（2）應用成果評鑑指標，進行圖書館青少年閱讀推廣活動成果評鑑，評定閱讀素養、閱讀興趣、閱讀習慣與使用圖書館是否提升成效。（3）探討公共圖書館青少年閱讀推廣策略。本研究採用焦點團體訪談建構成果評鑑指標，於執行活動後進行成果評鑑，以問卷及後續追蹤手冊蒐集資料，評估活動辦理成果。 本研究使用之成果評鑑面向包括：（1）活動滿意度、（2）閱讀興趣、（3）知識學習及（4）圖書館使用意願，活動選用臺北市立圖書館「翻轉知識系列活動─青少年經典閱讀週」。由本研究研究結論可知，此次成果評鑑面向與指標具有可行性，並經由研究分析之後提出十項結論：（1）後續追蹤手冊回收數量過少，可知學生的後續閱讀及圖書館利用不如預期。（2）成果評鑑面向的研究結果皆顯著。（3）量化分析中，平均數大部分達到四以上，可知對參與學生而言，整體系列活動為滿意。（4）科學主題、表演藝術主題活動想讓學生再次參與相關活動，電影及文學主題能夠影響學生借閱相關書籍或資源的意願。（5）有關學生閱讀行為，閱讀清單的規劃有自主性，以文學類書籍為主。（6）四主題活動參與學生對於圖書館皆有正向的意象。（7）整體研究發現，在活動主題與類型的搭配方面，電影、表演藝術適合帶領人活動類型，以提升學生的閱讀興趣，科學、文學主題活動適合規劃為長期活動，以逐步培養閱讀素養。（8）在閱讀推廣策略方面，本次活動透過「與學校合作」並「結合圖書館其他資源」達成綜效。（9）以活動參與者角度進行活動設計，結合生活、課業與未來規劃三訴求選定活動主題。（10）建立長期閱讀素養的初始階段，以「帶領人活動」之活動類型吸引青少年讀者參與閱讀活動。 最後，本研究針對研究結果提出研究建議，有關青少年閱讀推廣活動之建議：（1）與圖書館利用連結的推廣活動。（2）學生自選書單延伸推廣。（3）目標導向閱讀素養培養。（4）推廣紙本書籍以外的閱讀資源。有關後續研究之建議：（1）針對不同活動類型與主題的青少年閱讀推廣活動進行成果評鑑研究。（2）資料蒐集方式可再加強信度與效度。（3）改進後續追蹤設計形式及進行方式。