This paper aims to explore the placement of the skill of reading in models devoted to information behaviour and information literacy process frameworks, with particular attention to children and young people.,The work is based on an analysis of pertinent literature that has been published over a period of some 80 years. The sources include monographs, essays in books, academic journal papers, conference proceedings and articles in professional periodicals.,Much thinking on information behaviour tends to assume that reading takes place either for leisure purposes or to support study, whilst information literacy (IL) frameworks typically either emphasise higher-order reading skills or present generic stages in which reading is subsumed within a category of more abstract action. Many IL models implicitly assume that the individual has already mastered the fundamentals of reading.,Although extensive, the author’s literature review is by no means exhaustive. It does not refer to all models of either information behaviour or information literacy.,Information professionals need to acknowledge the true variety of motivations that prompt young people to read, and those responsible for information literacy instruction must determine how far they view their role as providing teaching in basic reading skills.,The paper is unusual in examining reading from two quite different perspectives - those of information behaviour and information literacy - and, despite its academic orientation, concludes with a range of suggestions intended to be of use to practising librarians.

中文翻译：

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阅读信息行为和信息素养框架

本文旨在探讨阅读技巧在专门针对信息行为和信息素养过程框架的模型中的位置，特别是对儿童和年轻人的关注。这项工作是基于对相关文献的分析，该文献已发表于大约80年的时间 资料来源包括专着，书籍论文，学术期刊论文，会议论文集和专业期刊上的文章。有关信息行为的许多思考倾向于假定阅读是出于休闲目的或支持学习，而信息素养（IL）框架通常情况下，要么强调高阶阅读技巧，要么呈现一般性阶段，其中阅读被归入更为抽象的动作类别中。许多IL模型都隐含地认为个人已经掌握了阅读的基础知识。尽管广泛，但作者的文献综述绝不是详尽无遗的。它并没有参考信息行为或信息素养的所有模型。信息专业人员需要承认促使年轻人阅读的真正动机，而负责信息素养教育的人必须确定他们认为自己的角色在提供该论文在从两种截然不同的角度（信息行为和信息素养的角度）研究阅读方面是不寻常的，尽管它具有学术取向，但其结论还是有一系列建议，旨在供图书馆员实践使用。作者的文献综述绝非详尽无遗。它并没有参考信息行为或信息素养的所有模型。信息专业人员需要承认促使年轻人阅读的真正动机，而负责信息素养教育的人必须确定他们认为自己的角色在提供该论文在从两种截然不同的角度（信息行为和信息素养的角度）研究阅读方面是不寻常的，尽管它具有学术取向，但其结论还是有一系列建议，旨在供图书馆员实践使用。作者的文献综述绝非详尽无遗。它并没有参考信息行为或信息素养的所有模型。信息专业人员需要承认促使年轻人阅读的真正动机，而负责信息素养教育的人必须确定他们认为自己的角色在提供该论文在从两种截然不同的角度（信息行为和信息素养的角度）检查阅读方面是不寻常的，尽管它具有学术取向，但其结论还是旨在为图书馆员的实践提供一系列建议。