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The article explores the reading practices of contemporary students in the context of the development of digital technologies. The authors interpret the results of sociological research conducted, which reveal students’ attitudes towards various reading practices in the midst of media transformations (surveys, focus groups, analysis of drabbles). The study investigates students’ attitudes towards reading (the value of reading and frequency of engagement), differentiating interests and factors influencing reading activity. The effectiveness of promoting and supporting reading in libraries, universities, the film industry, and opinion leaders is evaluated. The conclusion is drawn that there is no basis for a fundamental distinction between supporters of traditional (book enthusiasts) and digital (digital adepts) reading. Both are fully integrated into the traditional paper and digital book environment. Modern digital and visual communication technologies were found to be the most significant means of encouraging reading for both categories of respondents. The lines of digital inequality are primarily determined by the level of engagement in media communication and the ability to generate creative content. A predominantly passive position of respondents towards reading content online is observed. The conclusion is made about the gap between the declared, recognized, and implemented value of reading.

The article identifies the library's ability to stimulate reader activity in the context of the multimedia culture development. It also considers main changes in the library activities as an organizer of reading in multimedia culture including the increase of emphasis on readers, their subjectivity, interaction dialogue forms development, multimedia projects implementation, online services and digital resources introduction, education of readers on literate media behavior and text activity in the Internet. The author states that in the context of multimedia, library can become an active participant in overcoming information chaos, streamlining information flows, enhancing reading and also contribute to the development of inter-reader communication. The article concludes that it is necessary to prepare library specialists, tutors, ready to organize communication about books and reading in a real and virtual environment, network navigation, analysis of Internet resources, recognition of misinformation, and teaching readers various techniques of textual activity.

Дан анализ и приведены наглядные примеры о возможностях использования синергетического подхода для глубокого изучения книговедческих проблем на основе материалов XVIII–XXI вв.

Определяется перечень задач, которые должен решить исследователь, приступая к проведению книговедческих исследований: какой материал и в каком количестве нужно собрать, описать, обобщить, сформировать в концептуальные схемы, какая степень полноты требуется, какие ограничительные критерии взять за основу. Обращается внимание на неразработанность типологии книговедческих исследований. Дается классификация фактов, изучаемых книговедением. Показаны отличия в отборе материала для качественных и количественных книговедческих исследований как разновидности социологических. Делается попытка определить требования к исследованиям обобщающего характера разного уровня, различающиеся степенью абстрагирования от эмпирического материала.