The book does not “disappear”, to a greater extent it remains as a source of information.

The need for schoolchildren to receive a variety of information and literature for learning has sharply increased (as a result of the ongoing education reform).

Young readers of large cities, especially boys, are in the process of mastering new technologies, they are actively using all available information channels and information sources, and use various functions of both old and new media.

The book does not “disappear”, to a greater extent it remains as a source of information. Young people get more pleasure from computer games and magazines. Today they are especially interested in computer games and the Internet. The ease of mastering the latter, as well as its multifunctional use, clearly indicates that behind it – the future. The survey of children and adolescents was conducted on the basis of the children’s library, as well as on the basis of the children’s art house. One subgroup includes ordinary Moscow teenagers who are interested in computers – library visitors (interacting with the computer in the media library), while the other group includes teenagers who receive the basics of computer literacy in a circle under the guidance of a teacher. A total of 60 people were interviewed, 30 girls and boys from each subgroup, aged 10 to 15 years (dominated by adolescent boys 13-14 years). This division into two subgroups is not final, and to some extent it is quite conditional: children of both groups are exposed to computers not only in school or in a circle. Quite often this interaction takes place at home, as well as with friends, acquaintances, relatives of the teenager. Since this is the first time such a study has been conducted, the findings are preliminary. At the same time, in our opinion, they will be interesting to many teachers and educators today.

In the study we were interested in the following questions: how old and new means of communication interact in the child’s life, how children’s views and habits change and how the new situation of e-culture development affects the reading culture of children and adolescents, as well as their information literacy.

The group was based on “typical” metropolitan teenagers from middle-income families. Complete families with both parents accounted for 73%, incomplete (mother and child) – 27%. About half of the teenager’s families had a brother, a quarter had a sister, one in two had a grandmother, and one in three had a grandfather. The level of education of mothers is higher than that of parents (63% of mothers, but 36% of parents had higher education, others – secondary special). When we conducted the survey, we interviewed all those who were in the class or came to the media library in the library. As a result, it turned out that 88% of respondents are boys (because they are the first to learn new technologies). 73% of teenagers studied in a regular school, others – in a gymnasium, lyceum, special school, etc.

The socio-cultural situation and the environment of the capital’s schoolchildren, in which many different channels of mass communication, various printed and other materials, influence their attitude to the book, change reading habits and passions.

First of all, we describe the current situation from the standpoint of the development of the environment from different “media” – “media” (through mass media, various means and materials – books, newspapers, magazines, audio, CDs, computer games, etc.). …

The “screen” culture continues to grow rapidly, and the number of “screens” surrounding a modern student in a big city is constantly growing: all students have TVs at home, more than half of families use video set-top boxes, VCRs and players, and even computers were 62% of families. Modern teenagers have great opportunities to choose one way or another for leisure, and have their favorite media (most often videos).

To the question “What did you do yesterday?” many named several activities. In addition to preparing for lessons – a lesson that is for most teenagers in the first place (it was noted by 68%), many watched TV (58%), talked to friends (38%), walked (35%), played computer games (33%), listened to music (27%), watched videos (20%), studied in a circle or section (18%), and read books and periodicals (17%). And every tenth teenager visited the Internet.

What changes are taking place today in the reading of the capital’s children and adolescents? The results of the study show that today these changes are both quantitative and qualitative. Reading is becoming one of the sensory social indicators that reflect changes in lifestyle and new communication habits and behaviors of young Muscovites.

How do modern teenagers feel about reading? And especially before reading books in your spare time? In order to find out, we asked them to choose from a number of statements those that characterize their attitude to reading. Suggestions characterizing their attitude to periodicals were given separately. It turned out that today in a number of leisure activities of modern adolescents reading periodicals “displaces” the traditional reading of books “for the soul.” The alternative “I prefer to read magazines rather than books” was chosen by 41% of teenagers, and the choice of this statement is usually accompanied by the choice of “when I rest, I like to read something light, entertaining” (34% ). “Reading is needed mainly for school” said 17% of respondents, and 9% preferred the statement “Reading is just getting information.” 17% of teenagers noted the option “I like to read, but usually lack time.” As for those who “like to read books at leisure”, “can not imagine their lives without books”, in general, today can be attributed to “book lovers” only 17% of respondents.

The other pole is those who do not like to read at all: “I do not like to read a lot, it is difficult”, “not only me but also my friends do not like to read” – these options were chosen by 23 % of teenagers. Many people prefer to read magazines instead of books. Newspapers are read quite rarely, and magazines – often (45%) or even regularly (25%).

The source of periodicals, as a rule, is a purchase. Among magazines, teenagers most often read “COOL”, “Hammer” and “Yes”. TV guides are also read – “TV Park”, “7 Days” and others. Many children are interested in magazines related to computer games, so they read magazines such as “Game exe”, “Megaplus”, “Mega game”, “Game Mania”, as well as “Navigator” and “Hacker”. There are those who read “Autoreview” and “Autoworld”. But only one teenager read the scientific and educational magazine “I want to know everything.”

Reading books, and especially books that have traditionally been part of the reading of adolescents – foreign literary classics, today is undergoing a particularly strong change. To the question “Have you read any literature outside the school curriculum in the last 5-7 days?” 57% answered in the affirmative and 43% answered in the negative.

53% of respondents named these books. But some of these books are somehow connected with the school curriculum – the books of the classics (Fonvizin, Lermontov, Gogol, etc.). Among the above, the predominant books that teenagers prefer are adventure, science fiction, and detective stories. The influence of television affects the predominance of books over “slides”, movies and TV series – “Over the cuckoo’s nest”, “Secret materials”, “Traveler out of nowhere”. And only 12% of references referred to books from the traditional repertoire of adolescents – literary classics (A. Conan Doyle, A. Tolstoy, “Prince Silver”, Br. Strugatsky, R. Kipling, etc.).

This is part of the repertoire of real reading for teenagers. Its other characteristics can be judged by the range of publications related to the desired reading, which reveals their reader preferences. It is dominated by: humorous works (which were noted by 38% of respondents), detective stories, science fiction and fantasy, as well as books of “horror”. There are also teenagers and fans of comics.

Only one-fifth of adolescents prefer other types of literature at leisure – popular science books, and about one in ten is interested in encyclopedias and reference books. But books about the lives of interesting people hardly attract their attention.

As before, some teenagers prefer to read Russian classical literature at leisure (noted by 12%). One in ten teenagers wants to read historical literature. But books (previously traditionally included in the repertoire of reading teenagers and actively read by them – foreign classics – are preferred by some (14%). And these data are confirmed not only by information about the repertoire of real reading of adolescents (books read in the last week), but also by answers to questions about their favorite literary characters.

Half of the teenagers either said they didn’t have favorite literary characters or didn’t answer that question. Half of these heroes are characters of literary works studied in the school curriculum (Grinyov, Taras Bulba, Pugachev, Koval Vakula, etc.). The other half of the literary heroes are the characters of books loved in childhood (in most fairy tales – Cat in Boots, Vasilisa the Beautiful, Ivanushka the Fool), as well as literary classics for children (Tom Sawyer, Carlson, Hercules, Assol ). It is noteworthy that the four people who answered “many different” all visited libraries. Unfortunately, the writers themselves were often called literary heroes: A. Pushkin, M. Lermontov, L. Tolstoy, D. London, and others.

At the same time, there are almost no traditional literary heroes mentioned, Maurice Gerald (“Headless Rider”) and Sherlock Holmes were named only once. There are few heroes in those who prefer science fiction – only one boy who loves modern domestic science fiction writer Nick Perumov, named among the heroes of his characters, and another – A. Hitchcock and his three detectives (from the series “Children’s Detective” , which is popular in many students 10-14 years).

Literary heroes are “my peers”, said one of the teenagers. But this is rather just a dream of a peer hero. This is partly due to the fact that very few works are published, written and translated for teenagers, where they could find modern teenage heroes (the so-called socio-critical literature, which is widely represented in the West). But at the same time there is a departure from the traditional classic adventure literature, where they previously found their heroes. Heroes and heroines of the novels A.