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The Reader, the Text, the Poem: The Transactional Theory of the Literary Work
... Rooted in the cognitive-constructivist view of learning, reader response theory emerged in the 1930s and gained prominence in the 1960s and 1970s (Powell & Kalina, 2009). The theory was first developed by Louise Rosenblatt (Rosenblatt, 1938(Rosenblatt, , 1978 although other theorists are credited with contributing to reader response theory, including an American university professor of English education, who was born in 1904 and died in 2005, asserted that the reader plays a vital role in the life of any piece of literature in her book Literature as Exploration. Rosenblatt (1978) maintained there are two primary types of reading; efferent and aesthetic: ...
... The theory was first developed by Louise Rosenblatt (Rosenblatt, 1938(Rosenblatt, , 1978 although other theorists are credited with contributing to reader response theory, including an American university professor of English education, who was born in 1904 and died in 2005, asserted that the reader plays a vital role in the life of any piece of literature in her book Literature as Exploration. Rosenblatt (1978) maintained there are two primary types of reading; efferent and aesthetic: ...
... Though in several decades RRT has not been popular among scholars, its framework is recently used across contexts of language educations. RRT was first introduced by J Richards, as one of predecessors (Rosenblatt, 1978), as response to the idea of teaching reading that promoted structure-oriented views on reading text. As developed in the area of literary criticism and critical theory, Rosenblatt"s RRT was gradually acknowledged for its powerful influences to the success of teaching reading (e.g. ...
Personal response approach is an approach of teaching that help and gives the students chance to learn, practice and solve their problem in learning English. It is one of the literary criticism approach in which readers can involve their personal opinions, feelings, and background knowledge to create meanings of the text. The Current study aims to investigate the influence of teaching English literary text by using Personal Response Approach for Iraqi EFL Students. To conduct the study and fulfill its aim, it is hypothesized that, there is no statistically significant difference between the mean scores of the experimental groups’ literary text ability in pre- posttest. To achieve the aim and confirm its hypothesis the experimental design which is Non- Randomized Experimental Group Pretest- Posttest Design is used. The sample of the current study consists of (60) students who have been chosen from fifth scientific stage at Ibn -Al-Muaatum secondary school for boys in Tikrit. (30) students have been chosen to be the experimental group, and (30) students have been chosen to be control group. Both groups have been equalized in such variables levels of educational of parents, testees age, English grades achievement in fourth stage, and the pre-test of both groups. To analyze the obtained data, different statistical means have been used T-test, weighted mean and percentile mean to measure the students’ performance. The results obtained by the researcher indicate that there are statistically significant differences between students' performance in the pre-experimental test and their performance in the post-test in favor of the personal response approach. The researcher has written a number of recommendations and suggested a number of proposals for future studies.
... While all literature and storytelling has been noted as a space for imagination that prompts possible empathetic response and transformation (Bal & Veltkamp, 2013;Djikic et al., 2013;Johnson, 2012;McGinley et al., 2021;Rosenblatt, 1994Rosenblatt, , 1995Szecsi et al., 2010), young adult literature (YAL) as a genre is unique because it meets its audience in particularly formative times in life where readers engage with their personal conceptions of identity, agency, moral development, and personhood (Ivey & Johnston, 2013). With this in mind, we examined our own experiences using autoethnographic methods and writing as a form of inquiry (see Richardson & St. Pierre, 2017) to engage in the conversation surrounding how YAL acts on its readers in transformative, emotional ways and has long-term implications for continued identity formation and commitment to social justice. ...
... To explore our experiences with YAL, we primarily utilized Rosenblatt's (1994) Transactional Theory of Reading to situate our intellectual, emotional, and spiritual interactions with texts at formative times in our lives. Rosenblatt argued that readers approach texts with unique backgrounds, experiences, and perspectives. ...
... Readers engage with texts through lenses crafted by this experiential knowledge, which then influences the interpretations and meanings derived from their reading of the text. This experience is transactional in nature, as the reader consumes the text and sees the meaning inherent in the text shift and change with each subsequent read, creating new understandings of the same material (Rosenblatt, 1994). ...
Young Adult Literature has often been utilized to explore reader responses especially in attention to how fiction provides space to explore identity and one’s place within a larger societal context. In this duoethnography, we explored the importance of children and young adult literature’s influence on our own identity development. We share our primary findings that highlight the ways reading stories has provided escape, space for self-discovery and questioning, as well as pathways of learning to cultivate empathy and work towards social justice. We agree with Ellis’s (2014) argument that storytellers must share stories in a way that makes lessons or emotional effects apparent–for it is in those effects that we notice our connections to ourselves and others. We therefore share connections between our own experiences and the larger implications of reading young adult fiction as a tool for both individual and collective identity formation.
... The choice was made with the purpose to delimit the research study. However, as the research study is focused on postgraduate students' responses, reader-response theory (Rosenblatt 1938(Rosenblatt /1970(Rosenblatt , 1978(Rosenblatt /1994) was added to accomplish the framework. ...
... Transactional Reader Response Theory (Rosenblatt, 1978(Rosenblatt, /1994) alongside Glotfelty's (1996) theory of ecocriticism was taken as a theoretical framework. Reader response theory was to help the research participants make their perceptions of ecocriticism. ...
... Reader response theory was to help the research participants make their perceptions of ecocriticism. Rosenblatt (1978Rosenblatt ( /1994 considers the text "as an object of paper and ink until some reader responds to the marks on the page as verbal symbols" (p. 23). ...
The present research study investigates postgraduate students' perceptions of ecocriticism in relation to two novels at a private-sector university in Multan, Punjab, Pakistan. The study is based upon the major research question: 'what perceptions of ecocriticism are held by a sample of postgraduate students in south Punjab, Pakistan?' Glotfelty's theory of ecocriticism was utilized as the theoretical framework guiding this study. The research instrument for collecting data was semi-structured interviews. The findings are based on data supplied by eight participants doing their M. Phil (postgraduate degree) in English literature. The main findings of this study are that the participants discussed and connected to ecocriticism and its themes in the novels that were close in terms of their personal experiences and context. However, no reference was found from the literature reviewed presenting students' perception of ecocriticism in a Pakistani context. The findings of the research are important for teachers and researchers of ecocriticism, fiction, and education because they present considerable insights into the perceptions of students in relation to fiction.
... Building on sociocultural theories of literacy learning, in this article, we think at the intersection of reader response theory (Rosenblatt, 1978;Schoonover, 2020) and multimodal literacies (New London Group, 1996). In thinking at this intersection, our goal is not just to examine how PTs leveraged the affordances of 3D printing and design as a summative artefact made for a class. ...
... Reader response theorists, put simply, view reading as a transactional activity in which meaning is negotiated among readers, authors, texts, and contexts (Sipe, 1999). Rosenblatt (1978) explained how readers' experiences, emotions, and attitudes fuse with texts during the intersubjective process of reading. From her transactional perspective, response is "an ongoing process in which the elements or factors are … aspects of a total situation, each conditioned by and conditioning the other" (p. ...
... Imbued with semiotic potential, readers take up texts through personalized processes of navigation, interpretation, and co-creation (Rosenblatt, 1995). In this intersubjective process, the experiences, emotions, and attitudes of individual readers fuse with a text to evoke a "poem," or what Rosenblatt (1978) defined as "an event in time … not an object or ideal entity [but] a coming-together, a compenetration, of a reader and a text" (p. 12). ...
Building on sociocultural theories of literacy learning, in this article, we think at the intersection of reader response theory and multimodal literacies to examine how 13 preservice teachers in the course Teaching Social Sciences Through the Arts remediated responses to Francisco Jiménez’s The Circuit: Stories From the Life of a Migrant Child through additive manufacturing (i.e. 3D printing) and arts-integrated making. Through qualitative analyses of participants’ in situ processes and product(s), we identified a range of ideological and material supports and constraints during the digital fabrication process. Reading and responding to text—as mediated actions and events—became iterative spaces wherein individual understandings of text transformed into encounters of difference. Suggesting that participants’ artifactual responses at times operated as critical literacy texts, our analyses of 3D fabrication and remediated responses led us to consider how modalities of composition yielded unique affordances and constraints to the ways readers encountered texts and expressed and responded to controversial social issues.
... An American Marriage (2018) by Tayari Jones is the subject of the current study, which explores marital problems. Reader-Response Theory (RRT) by Rosenblatt (1978) and Fish (2000) is used for the textual analysis of the novel to determine the marital concerns highlighted in the narrative. RRT bases its interpretation of the texts on the reader's experiences, goals, attitude, and preexisting theologies. ...
... In other words, the reader's interpretation is shaped by his social background, and he must look for points of agreement with it to support it. According to Rosenblatt (1978), who is in agreement, a written work does not have the same meaning for every reader, and each person brings their own background knowledge, beliefs, values, cultural expectations, and reading environment to the act of reading (144). ...
... The social difficulties that disrupt the normal flow of daily life in the military will be further explored in this study. Under the theoretical framework of Reader-Response Theory (Transactional Approach) by Louise Rosenblatt (1978) and Fish (2000), the meanings and components of the social issues are extrapolated from the book (Social Approach). ...
Every society's basic concerns revolve around marriage, which call for both mental and physical coordination to ensure a long-lasting chain of relationships. Responsible actions and a good outlook enable people to participate in society and make marriage effective in many ways. Couples' deliberate behavior and pervasive social phenomena are to blame for the disruption in marital matters. An American Marriage (2018) by Tayari Jones is the subject of the current study, which explores marital problems. Reader-Response Theory (RRT) by Rosenblatt (1978) and Fish (2000) is used for the textual analysis of the novel to determine the marital concerns highlighted in the narrative. RRT bases its interpretation of the texts on the reader's experiences, goals, attitude, and preexisting theologies. RRT expands the text's essential elements by manipulating new meanings that are not contained in the text. The study's main goals are to identify the social vices, behaviors, and ambitions of the characters that fall victim to problems and have an impact on the marriage features depicted in the book. The methodology used to manipulate the objectives is qualitative and descriptive in nature. The study's findings indicate that while male members of marriages frequently leave responsible and constructive behavior in favour of sexual lust and freedom of action, this leads to the breakdown of marriages. The findings also demonstrate that women have stronger intentions than men to preserve the marital union since women's gender demands "protection and loyalty," which are typically not met by male members, leading to the breakdown of the union. Keywords: Freedom, Marriage, Pleasure, Responsibilities.
... The first one is exposure to EFL literary texts prior to the tertiary study programme. The second one is avid readership (Applegate & Applegate, 2004;Ruddell, 1995), followed by Blau's (2003aBlau's ( , 2003b concept of performative literacy, and Rosenblatt's (1994) reading stance. In the remainder of this section, these concepts will be briefly discussed in turn. ...
... In order to counter such effects, Ruddell (1995) identified ten instructional aspects by which influential practitioners in the classroom could generate enthusiasm for reading EFL literature. Interestingly, his model makes reference to Rosenblatt's (1994) concept of the aesthetic reading stance, since Ruddell's influential teachers would, in their pedagogic deliberations and classroom instructions, increase the students' motivation and attention by explicitly adopting this stance. Blau's (2003a;2003b) concept of performative literacy describes a particular form of literate practices enabling the development of literary competence by virtue of reading experiences. ...
... Finally, the investigation of the potential reading stances students are ready to adopt was based on Rosenblatt's (1994) transactional theory of reading. This concept differentiates between an efferent and aesthetic stance. ...
This paper reports results from a quantitative curriculum study on literature modules in Austrian undergraduate teacher education programmes. In order to optimise course delivery in literature classes at the University College of Education Upper Austria (PHOÖ), reading habits and attitudes of 153 first-year EFL students for secondary school education were assessed in an online-questionnaire. The questionnaire examined students’ exposure to literary texts, their self-assessment as avid readers, their performative literacy, and their preferred reading stance. Results show rather limited avid reading, a self-centred performative literacy as well as a profoundly pragmatic reading stance. Such habits and attitudes could not only jeopardise success within the current teacher education study programmes but also aggravate the well-known Peter Effect, rendering prospective EFL teachers incapable of inspiring enthusiasm for literary reading in their future students. After discussing these results, the paper concludes with potential ramifications for curricular revisions as well as avenues for further research.
... Η θεωρία της χαρακτηρίζεται "ριζικά διεπιστημονική", καθώς αντλεί στοιχεία από τη φιλοσοφία, τις κοινωνικές επιστήμες, τη λογοτεχνική κριτική, την παιδαγωγική, την ψυχανάλυση, ενώ διακρίνεται και πλήθος αναφορών σε σημαντικούς ανθρωπολόγους, ψυχολόγους και οικονομολόγους (Booth, 1995). Η θεωρητικός σημειώνει ότι επηρεάστηκε από τους ανθρωπολόγους F. Boas και R. Benedict στο Τμήμα Ανθρωπολογίας του Πανεπιστημίου της Columbia και τα γραπτά των W. James, C.S. Peirce, G. Santayana και J. Dewey, τα οποία αποτέλεσαν τη φιλοσοφική βάση για τη σύζευξη των αισθητικών και κοινωνικών της αναφορών (Rosenblatt, 1978(Rosenblatt, /1994. Η Rosenblatt αναγνωρίζει τον αναγνώστη ως αναδημιουργό του κειμένου και όχι ως παθητικό δέκτη τού ενός και μοναδικού νοήματος. ...
... Η θεωρία της χαρακτηρίζεται "ριζικά διεπιστημονική", καθώς αντλεί στοιχεία από τη φιλοσοφία, τις κοινωνικές επιστήμες, τη λογοτεχνική κριτική, την παιδαγωγική, την ψυχανάλυση, ενώ διακρίνεται και πλήθος αναφορών σε σημαντικούς ανθρωπολόγους, ψυχολόγους και οικονομολόγους (Booth, 1995). Η θεωρητικός σημειώνει ότι επηρεάστηκε από τους ανθρωπολόγους F. Boas και R. Benedict στο Τμήμα Ανθρωπολογίας του Πανεπιστημίου της Columbia και τα γραπτά των W. James, C.S. Peirce, G. Santayana και J. Dewey, τα οποία αποτέλεσαν τη φιλοσοφική βάση για τη σύζευξη των αισθητικών και κοινωνικών της αναφορών (Rosenblatt, 1978(Rosenblatt, /1994. Η Rosenblatt αναγνωρίζει τον αναγνώστη ως αναδημιουργό του κειμένου και όχι ως παθητικό δέκτη τού ενός και μοναδικού νοήματος. ...
... Η Rosenblatt επισημαίνει ότι η θεώρησή της δεν αγνοεί το κείμενο και τονίζει την προβληματική για την εγκυρότητα της ερμηνείας. Τονίζει, επιπλέον, ότι κατά την ανάγνωση του λογοτεχνικού έργου μπορεί να υπάρξουν παρερμηνείες που σχετίζονται με τον ρόλο του αναγνώστη ή τα χαρακτηριστικά του κειμένου, λόγω της ιδιαίτερα σύνθετης φύσης που έχει η επαφή με τη λογοτεχνία (Rosenblatt, 1978(Rosenblatt, /1994. Το 1978 εμβαθύνει περισσότερο στις θεωρητικές της θέσεις, εισάγοντας ορολογίες, οι οποίες καταγράφονται στο βιβλίο της The Reader, The Text, The Poem: The Transactional Theory of the Literary Work. ...
... Η θεωρία της χαρακτηρίζεται "ριζικά διεπιστημονική", καθώς αντλεί στοιχεία από τη φιλοσοφία, τις κοινωνικές επιστήμες, τη λογοτεχνική κριτική, την παιδαγωγική, την ψυχανάλυση, ενώ διακρίνεται και πλήθος αναφορών σε σημαντικούς ανθρωπολόγους, ψυχολόγους και οικονομολόγους (Booth, 1995). Η θεωρητικός σημειώνει ότι επηρεάστηκε από τους ανθρωπολόγους F. Boas και R. Benedict στο Τμήμα Ανθρωπολογίας του Πανεπιστημίου της Columbia και τα γραπτά των W. James, C.S. Peirce, G. Santayana και J. Dewey, τα οποία αποτέλεσαν τη φιλοσοφική βάση για τη σύζευξη των αισθητικών και κοινωνικών της αναφορών (Rosenblatt, 1978(Rosenblatt, /1994. Η Rosenblatt αναγνωρίζει τον αναγνώστη ως αναδημιουργό του κειμένου και όχι ως παθητικό δέκτη τού ενός και μοναδικού νοήματος. ...
... Η θεωρία της χαρακτηρίζεται "ριζικά διεπιστημονική", καθώς αντλεί στοιχεία από τη φιλοσοφία, τις κοινωνικές επιστήμες, τη λογοτεχνική κριτική, την παιδαγωγική, την ψυχανάλυση, ενώ διακρίνεται και πλήθος αναφορών σε σημαντικούς ανθρωπολόγους, ψυχολόγους και οικονομολόγους (Booth, 1995). Η θεωρητικός σημειώνει ότι επηρεάστηκε από τους ανθρωπολόγους F. Boas και R. Benedict στο Τμήμα Ανθρωπολογίας του Πανεπιστημίου της Columbia και τα γραπτά των W. James, C.S. Peirce, G. Santayana και J. Dewey, τα οποία αποτέλεσαν τη φιλοσοφική βάση για τη σύζευξη των αισθητικών και κοινωνικών της αναφορών (Rosenblatt, 1978(Rosenblatt, /1994. Η Rosenblatt αναγνωρίζει τον αναγνώστη ως αναδημιουργό του κειμένου και όχι ως παθητικό δέκτη τού ενός και μοναδικού νοήματος. ...
... Η Rosenblatt επισημαίνει ότι η θεώρησή της δεν αγνοεί το κείμενο και τονίζει την προβληματική για την εγκυρότητα της ερμηνείας. Τονίζει, επιπλέον, ότι κατά την ανάγνωση του λογοτεχνικού έργου μπορεί να υπάρξουν παρερμηνείες που σχετίζονται με τον ρόλο του αναγνώστη ή τα χαρακτηριστικά του κειμένου, λόγω της ιδιαίτερα σύνθετης φύσης που έχει η επαφή με τη λογοτεχνία (Rosenblatt, 1978(Rosenblatt, /1994. Το 1978 εμβαθύνει περισσότερο στις θεωρητικές της θέσεις, εισάγοντας ορολογίες, οι οποίες καταγράφονται στο βιβλίο της The Reader, The Text, The Poem: The Transactional Theory of the Literary Work. ...
... This transac tion is dependent upon the reader's stance: efferent reading or aesthetic reading. While efferent reading is focused on "the information to be required" (Rosen blatt, 1978(Rosen blatt, /1994, aesthetic reading "is centered directly on what he or she is living through during his relationship with that particular text" (Rosenblatt, 1978(Rosenblatt, /1994. Rosenblatt (1938Rosenblatt ( /1995 noted these stances are not exclusive, but readers are continually making choices about how they think about the text. ...
... This transac tion is dependent upon the reader's stance: efferent reading or aesthetic reading. While efferent reading is focused on "the information to be required" (Rosen blatt, 1978(Rosen blatt, /1994, aesthetic reading "is centered directly on what he or she is living through during his relationship with that particular text" (Rosenblatt, 1978(Rosenblatt, /1994. Rosenblatt (1938Rosenblatt ( /1995 noted these stances are not exclusive, but readers are continually making choices about how they think about the text. ...
... As students respond to texts within book groups, they have the ability not only to discuss books, but also to share their own interpretations of and reactions to each text. Accord ing to Louise Rosenblatt's (1978Rosenblatt's ( /1994 transactional theory, aesthetic reading involves attention being "centered directly on what he [the reader] is living through during his relationship with that particular text" (p. 25); engaging with a text, "the reader finds it necessary to construct the speaker, the author . . . ...
... As students respond to texts within book groups, they have the ability not only to discuss books, but also to share their own interpretations of and reactions to each text. Accord ing to Louise Rosenblatt's (1978Rosenblatt's ( /1994 transactional theory, aesthetic reading involves attention being "centered directly on what he [the reader] is living through during his relationship with that particular text" (p. 25); engaging with a text, "the reader finds it necessary to construct the speaker, the author . . . ...
... In her transactional and reader response theories, Rosenblatt (1978Rosenblatt ( , 1995 explores the personal and dynamic nature of reading, specifically the transaction between an individual and a text. According to Rosenblatt, the meaning of a text is created and altered by the combination of a reader's lived experiences and their piecing together of textual meaning. ...
... For students whose work in and out of schools may lead them to these texts, and others, that authentically illustrate a diverse experience, practicing criticality in their transactions with literature (Rosenblatt, 1978(Rosenblatt, , 1995 within the current sociopolitical context will deepen their understandings and can foster empathy. Moreover, engaging in CMA with such texts can "energize the classroom experience. . . . ...
... Offering a more comprehensive approach, Louise Rosenblatt (1994) argues that reading is a transaction between the reader and the text. The text gives us certain directions about the nature of the transaction but background information, the reader's past experiences, values, and personality all influence the reading as well. ...
... As an example of this kind of emotional gatekeeping, even the champion of affective reading, Rosenblatt (1994) limits appropriate affective responses. Responding to a quote by the poet Auden, she is quick to assure that Auden "does not necessarily condone irresponsible emotionalism in the reading of the poet's words" (p.45). ...
... Outside the realm of RC and CL, some studies have researched the complexity of readers' responses to texts, which can be associated with ambivalence. For instance, reader-response theory maintains that meaning is created while the reader and text interact transactionally (Rosenblatt, 1994). Each time when readers read texts, they might create unique interpretations, due to their feelings, memories, or individual experiences (Rosenblatt, 1994). ...
... For instance, reader-response theory maintains that meaning is created while the reader and text interact transactionally (Rosenblatt, 1994). Each time when readers read texts, they might create unique interpretations, due to their feelings, memories, or individual experiences (Rosenblatt, 1994). Felski (2008, p. 34) believes that readers' responses to texts can be complex as 'not only do readers vary considerably in their evaluations and attachments, but texts contain countless instances of unsympathetic protagonists or unreliable narrators whose perspective we are unlikely to take on trust.' ...
While previous research has suggested there are dominantly two reading practices in critical literacy, namely, reading with and against texts, this study introduces the approach of ambivalence as a third way of reading texts critically. For the purpose of this study – establishing ambivalence as a reading practice in critical literacy – four international postgraduates at an Australian University volunteered to participate in a collective case study. They read four national and politico-religious texts and showed their agreement, disagreement, and ambivalence about the texts. They also partook in individual interviews and focus group discussions (FGDs). The data obtained from 16 rounds of reading texts, 40 interviews, and four FGDs were analysed using Foucault’s conceptualization of discourse, power relations, subjectivities, and technologies of the self. The findings advocate that the participants read texts ambivalently in three directions: spontaneously when reading texts, after the initial agreement with texts, and after an earlier disagreement with them. The conclusive data discuss that: (1) participants’ state of perception, which is ambivalence, is associated with their identities and subjectivities and is in the range of active critical engagement with the texts rather than indifference or passivity; (2) ambivalence is informed by participants’ technologies of the self as well as FGDs and reading opposing texts, which buttressed their arguments by attaching their interpretations to existing or non-existent topics in the texts; and (3) ambivalence is tied with participants’ understanding of truth, which helped them not only critique texts but also modify their presuppositions and earlier interpretations of texts. Relevant pedagogical implications including a concrete question set and the adoption of a new technical term, ambivalent reading, are proposed.
... Literary theorist Louise Rosenblatt, in work heavily influenced by John Dewey, explores the role of a transaction between text and reader in the space Saito seeks to explicate beyond essentialist and contingent reading. In Literature as Exploration 1 and Reader, the Text, the Poem, 2 Rosenblatt lays out the transactional theory in details about the generative place where aesthetic reading lives; this transactional theory of literature carries a rich texture beyond equating transaction with translation. Saito describes students as disinterested in reading difficult material, skeptical of anything not immediately applicable to their lives, distanced by complex language, and directed by consumerist predispositions. ...
... *Placing asterisks by I*, you*, and we* is meant to acknowledge the interpersonal webbing of textual meaning making. The asterisks nod to what Rosenblatt (1978; called the transactional theory of reading and writing. The transactional theory complicates the strict separation of the "I" writing these words as distinct from the "you" reading them. ...
Animated in poststructuralist thought, this rhizomatic self-study is an entanglement with the political, critical, and creative work of becoming. The writing is an act of experimentation. The purpose is to pursue insights about engaging future English language arts teachers in culturally relevant pedagogy. This inquiry is situated in a predominately White institution, written by a White teacher educator, and guided by data from five years of collaboration with the Cincinnati Critical Friends group. Themes include positionality, dilemmas, memory, movement, Whiteness, dimensionality, and youth imaginaries. Driven by the post qualitative impulse toward immanence, this study reaches toward unexplored territories through the image of the tesseract, a four-dimensional shape impossible to see in our world.
... Unfortunately, Rosenblatt's position has often been reduced to an individualistic subjectivism, which is presented as a counterpole to scientism and objectivism (Hutton, 2018, p. 50-62). Therefore, it is important to emphasize that the similarity applies to the mature version of Rosenblatt's theory, in which she unfolds the fulfilled understanding of reading and writing as transactional (Rosenblatt, 1978(Rosenblatt, , 1985(Rosenblatt, & 1993. ...
What does it mean to be inquiry-based and to explore literature in a teaching context? Based on phenomenological and pragmatic traditions, this theory-developing article is based on a perception of literature as an aesthetic exploration of existence, in that the aesthetic design is used to express and articulate ways of sensing, understanding, approaching, existing in, and exploring the world (Ingarden, 1931; Richard, 1964; Poulet, 1969). Therefore, exploring literature has a dual character in an inquiry-based approach to teaching literature. It becomes a pedagogical design for exploration of the aesthetic and existential exploration embedded in literature. This article offers a framework for a phenomenological-hermeneutic inquiry-based approach to literature education substantiated by empirical research (Elf et al., 2017) and elaborated in dialogue with cognitive and socio-cognitive studies (Zwann, 1993; Olson & Land, 2007; McCarthy, 2015). The focal point is a model for scaffolding teachers’ and students' analysis and interpretation of literary texts in order to practice a dialogical and exploratory approach in the classroom. This model will be conceived as theory-driven and empirically derived, as it has been tested in a large-scale RCT-study with positive statistically significant effects on students' competencies to interpret aesthetic texts (N = 86 schools, 265 classes, 5531 students).
... It is the transaction between the reader and the text. (Kucer, 2001;Rosenblatt, 1978) Every text has certain features but the reader with his or her engagement derives meaning from the text at the particular moment in time. The engagement of reader with the text is root cause for the understanding. ...
This paper focuses on the effectiveness of the UMANG-add on syllabus specially th constructed for the students of std. 7 in order to develop their three dimensional comprehension skill. This add-on syllabus mainly focuses on the ability to unfolding inner self of learner. The experiment was conducted on the students studying in government primary school and self financed school. One group pre test post test experimental design was used for the present study. The Comprehension test constructed by the researcher was administered for the measurement of the dependent variable. This test was measured three types of comprehension abilities i.e., the textual, the pictorial and the poetic. The students of experimental group were found to be improved with regard to their comprehension abilities at the end of this research. Hence this research revealed that the UMANG syllabus was found effective on all three types of comprehension abilities of the students.
... The second article, The role of literature in intercultural language education: Designing a higher education language course to challenge sentimental biopower, written by Melina Porto and Michalinos Zembylas, focuses on the affective and biopolitical dimensions of literature. Whereas emotion has traditionally been regarded as a crucial component of both literary reading and intercultural learning processes (see e.g., Byram, 1997Byram, , 2021Rosenblatt, 1994), Porto and Zembylas address the pedagogical risks associated with letting classroom discourses on interculturality be governed by sentimentality, arguing that this may be detrimental to students' critical thinking skills and lead to superficial learning processes. Drawing on affect theory and critical pedagogy theory, their article discusses how the risk of sentimentality may be reduced through course design, as illustrated by an English language course in an Argentinian higher education setting which revolves around literary texts carrying trauma-related content, that is, depictions of human suffering. ...
... future EFL teachers, in spite of possessing a wide repertoire of English vocabulary, could only put a smattering of this knowledge into actual practice while speaking or writing. Relying on a multiplicity of theoretical frameworks (e.g., Krashen's (1977) input hypothesis, Swain's (1985) comprehensible output hypothesis, Rosenblatt's (1978) transactional theory of literary works, and Long's (1981) interaction hypothesis), the current quasi-experimental study set out to explore whether going through a three-tenet cycle of vocabulary learning including iterative exposure to authentic language input, interactive word-processing, and comprehensible language output production could profit Iranian EFL trainee teachers to improve in terms of vocabulary retention. ...
To surmount the obstacles a deficient productive vocabulary retrieval places in the way of EFL teachers, the current study sought to ascertain whether or not involving trainee teachers in interactive input-output activities enhance their vocabulary retention. To this end, a convenience sample including 49 Iranian EFL trainee teachers were recruited to take part in a quasi-experimental pretest-posttest-delayed posttest study. Having been grouped into three comparison groups, the participants were exposed to the same literary texts; however, the differential treatment of the study entailed three different interaction modes (individual, collaborative, and collaborative-cooperative) and two types of input / output processing (non-reciprocal and reciprocal). A repeated measure analysis of covariance (RM ANCOVA) was performed on the participants' achievements in the pre-post-and delayed posttest measures and the results revealed that the two groups involved in literature-based interactive (collaborative and collaborative-cooperative) reciprocal input-output activities showed significantly higher levels of vocabulary retention compared to the group exposed to literature-based individual non-reciprocal input-output tasks. Additionally, contributing to significantly higher levels of long-term retention, the collaborative-cooperative mode of interaction was found to be more effective than the collaborative one. The findings corroborated the need for including literature-based interactive input-output tasks in EFL teacher training curriculum.
... Second, emphasizing this interdisciplinary aspect of literature risks downplaying the particular skills literature instruction is able to foster, such as critical discussion of various interpretations, and attention to literary form, style, and tone. Referring to Louise Rosenblatt's (1994) well-known distinction between efferent and aesthetic reading, one could claim that the "knowledge of the world" justification supports a way of teaching that fails to develop the aesthetic reading competence specific to imaginative literature. Hence, this is a specific example of a possible point of conflict between scholarly ideas of literature and the pragmatic needs and justifications of schoolteachers. ...
The role and importance of imaginative literature in L1 education is a topic of continuous debate. In Norway, working with imaginative literature in several genres, and from various linguistic origins, is only one of several components in the L1 subject. In this article, we present the results of a survey aiming to investigate what literature can and should do in school, according to teachers. Using a qualitative hermeneutic content analysis, we analyze and categorize the survey results. We are guided by an affirmative approach to teachers’ competences, discussing the extent to which respondents demonstrate subject matter content knowledge. Our analysis enables us to isolate eight categories of justification, many of which show significant overlap with central tenets in literary theory, the curriculum, and L1 scholarship. However, we also find indications that critical literacy is undervalued. Furthermore, the Norwegian curriculum arguably motivates an instrumental use of literature as a way of developing general literacy or adding perspectives to topics addressed in other subjects. We propose visualizing the justifications teachers express in a model taking into account two dimensions: 1) whether they imply a primary focus on the text, the reader, or the context including the author; and 2) whether their goal is benefitting the student (e.g., in terms of skills) or promoting societal change. This model is intended to provide a flexible typology which literary educators at any level can use in order to critically assess their practice.
... Literary theory has long drawn attention to the meaningfulness of a text as something that arises in the dialogic space between a text and its readers (Iser, 1978;Rosenblatt, 1978) so that while the author's encoding of meaning in a text has authority, it is not absolute. It is not all that a text means or will come to mean. ...
The presence of school leadership standards in graduate education has come to influence the scope and content of leadership programs, highlighting tensions between political, practical, and scholarly views of leaders and leadership. This paper reports on a study of instructional practices within a graduate program in educational leadership connected to the Alberta Leadership Quality Standard to explore how instructors, as policy actors, encounter leadership standards not just as policies of compliance but of possibility. We interpret interview data from three faculty members through the lens of policy enactment to understand how their instruction negotiated relationships of theory and practice and how they negotiated the policy-based regulatory discourses associated with school leadership standards. Working between images of policy standards as text and discourse, findings show instructors engaged in dialogic commitments that help students develop practical and scholarly competencies while displacing the authority of standards, recontextualizing the standardization of leadership, and displacing the standards’ normative gaze.
... Araştırmanın altıncı alt problemine yönelik bulgular ise katılımcıların ölçme değerlendirme yaklaşımlarını ortaya koymakta ve bu becerinin öğretmenler tarafından ağırlıklı olarak açık uçlu sorular ile değerlendirildiğini göstermektedir. Bu durum öğrencilerin cevaplarını yazarken üst düzey düşünme becerilerini kullanabilmeleri açısından değerlidir ve uzmanlar (Brookhart, 2010;McMillan, 2015;Nitko & Brookhart, 2016) (Rosenblatt, 1978) göre her okuyucu bir metinden farklı anlamlar çıkarabilir. Anlam oluşturma süreci okuyucunun ön bilgileri ve bulunduğu ortamdan etkilenmektedir. ...
Bu araştırmada Türkçe ve sınıf öğretmenlerinin ana fikir öğretimi süreci deneyimlerine yönelik çok yönlü bir betimleme ortaya koymak amaçlanmıştır. Araştırma temel nitel araştırma yöntemi ile gerçekleştirilmiştir. Araştırmanın çalışma grubu amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi ile belirlenmiştir. Bu amaçla araştırmanın çalışma grubuna eş sayıda kadın ve erkekten oluşan toplam 24 Türkçe ve sınıf öğretmeni katılmıştır. Analizler 380 vivo kod ile etiketlenmiş inanç ifadesi üzerinden gerçekleştirilmiştir. Araştırmada dört aşamadan oluşan yoğun ve detaylı bir analiz süreci takip edilmiştir. Araştırmada katılımcıların tamamının ana fikre kavramsal düzeyde uzlaşımsal tanımlar getirdiği buna karşın kavramı öğretim ya da beceri odaklı bir yaklaşım temelinde ele almadıkları görülmüştür. Katılımcıların tamamı ana fikir öğretiminde güçlük yaşamaktadırlar. Güçlüklerin kaynağı olarak ise konu alanının soyutluğunu, öğretmen eğitimini ve öğrencilerin ön öğrenmelerini göstermişlerdir. Katılımcıların ana fikir öğretiminde istenilen öğrenme çıktıları ile sonuçlanan özelleşmiş ve uzlaşılmış öğretim yollarını bulamadıkları ve çoğunlukla doğrudan öğretime dayalı ve taktiksel etkinliklere yer verdikleri görülmüştür.
... The context was, however, never neglected (cf. Derrida, 1977) and the notion of the text without limits was present and also enhanced by readerresponse criticism and the transactional theory of meaning formation (Rosenblatt, [1978] 1993; Iser [1974Iser [ ] 1978. Such theorists advocate that only the readers' active interaction determines the 'realisation' of the text (Iser, [1974(Iser, [ ] 1978. ...
This special issue, which is also the first issue published under the new name of the journal (now called Dos Algarves: Tourism, Hospitality and Management Journal), brings together a collection of original research on literary tourism, film-induced tourism and language: three concepts that can shape and examine reality and are the substance that creates new worlds, portrays landscapes, nurtures emotions and expands knowledge about the world. Not so long ago, the research and practice of literary tourism-i.e. travelling to literary significant places-was a "palpable embarrassment" among scholars, making them "thoroughly uneasy" (Watson, 2006: 5, 6), although it often coexisted with an undisclosed wish to go on literary pilgrimages or participating in literary academic meetings that provided literary tours and literary readings in situ (Watson, 2006). This attitude resulted from the predominant influence of structuralism and post-structuralism (Derrida, 1976) which advocated that there is "nothing outside the text": language and texts are self-enclosed systems in which the critical connections are those between the text signifiers and not those between words and the natural objects they represent. The context was, however, never neglected (cf. Derrida, 1977) and the notion of the text without limits was present and also enhanced by reader-response criticism and the transactional theory of meaning formation (Rosenblatt, [1978] 1993; Iser [1974] 1978). Such theorists advocate that only the readers' active interaction determines the 'realisation' of the text (Iser, [1974] 1978). As such, until that interaction happens, the literary text is incomplete. This same principle seems to consciously or unconsciously motivate visitors to go on literary touring, so they fill in the gaps after the interaction between the projections of what they consider valid and the elements in space. This view transferred to tourism studies via the geographical (Herbert, 1996) and humanist
... Social annotation benefits the reader by offering an avenue for reflection while employing comprehension strategies that deepen learning (Rose-Wainstock, 2020). Social annotation benefits educators in that a reader's metacognitive practices can be viewed through the written interactions between the reader and the text (Rosenblatt, 1994). However, we recognize that the social nature of annotations impacts the traditionally-solitary transaction between the self and the reader (Damico et al., 2008). ...
As an internal process, documenting reading comprehension has remained challenging. This paper presents three case studies that explore the transactional practices of literacy education graduate students as they read and annotate assigned texts in an online, asynchronous class. Social annotation tools give multiple students simultaneous access to the same text and allow them to interact with one another, which positions literacy as a social practice. Findings illuminate the different approaches participants engaged in to interact with the text and their peers, with regard to comprehension strategies, critique, and community interaction. Implications offer insight for teacher educators on assessing teacher reading comprehension through social annotation. ARTICLE HISTORY
... They bring in their own understanding when reading a text, and this eventually affects the way they experience and respond to it. The act of reading could thus be seen as a transaction between the reader and the book (Rosenblatt 1994). ...
This article explores how nostalgia is produced through the practice of reading and writing, thereby exposing some of the dynamic layers that trigger nostalgic sentiments. The analysis focuses on the work of Finnish freelance artist Juhani Seppovaara, whose books arouse in readers feelings of nostalgia. The study is based on a collaboration that has continued through the entire research process. The findings stemming from this ethnographic case study imply that nostalgic sentiments are set free through interactions, such as between a person and material goods, which have the potential to evoke memories. Such memory triggers may also be embedded in the text. In the act of reading through a text readers may create nostalgia in complicity with the written words, regardless of the author's possible intentions. This may also result in a form of “the reader's armchair nostalgia,” meaning that people long for a past of which they do not have either a personal or a collective historical memory.
... While teachers did not explicitly name other theories or theorists, we see evidence of theoretical basis in teachers' instructional practices. For instance, we see instructional practices grounded in theoretical concepts such as reader response theory (Rosenblatt, 1978), constructivist approaches (Vygotsky, 1978;Bruner, 1991), and sociocultural theory (Vygotsky, 1934(Vygotsky, /1986). Teachers also mentioned literacy scholars and/or their approaches, such as the Daily 5 (Boushey & Moser, 2006), Fountas & Pinnell's Guided Reading (1996), and 6 +1 Traits (Culham, 2003); however, the greatest number of responses across grade-levels focused on grounding their instruction in Calkins, (1994) reading and writing workshop approaches. ...
This study illuminates the voices of literacy teachers. Findings from this study were based on a questionnaire about what teachers perceive as best practices in literacy instruction. We received 44 fully completed questionnaires. The 44 teacher respondents ranged from Pre-K through 6th grade with experience ranging from 1 to 20+ years of teaching. Teachers came from rural, suburban, and urban schools, with 40% of these teachers in Title I schools. More than 130 best practices in literacy instruction were identified by our teacher participants. Teachers’ responses illustrated many of the components of comprehensive literacy instruction that covered a broad array of practices from the initiation of instruction through the assessment of student learning. Literacy teachers’ responses were organized into three themes: Preparing for Instruction, Literacy Instruction, and Student Assessment and Differentiation.
... In the definitions on reading and reading comprehension (Akyol, 2013;Duke & Pearson, 2009;Rosenblatt, 1994, Al Khazaleh, 2021, it is seen that reading is presented with a meaning-making perspective. Although various definitions have been made by many researchers on this subject, it can be stated that the content of meaning making is dominant in these definitions. ...
In this research, the questions in the Turkish Course (2,3,4) Worksheets were examined in terms of various classification systems. In this direction, the questions in the worksheets were evaluated with the document-material analysis technique in accordance with the structure of the qualitative research. During the research process, Turkish Course Worksheets consisting of 4 books prepared for primary schools by the General Directorate of Assessment, Evaluation and Examination Services of the Ministry of National Education, Turkey were determined as research material. During the research process, 121 questions in the books were examined, and the Question Analysis List/Chart (QAL) was used as the data collection tool. In line with the data collection tool, the questions were examined in terms of their types, their purpose of formation, and the sources of answer. In addition, the questions addressed during the research process were classified in terms of the levels of Barett's taxonomy and the cognitive process levels of the revised Bloom's taxonomy. According to the results of the research, in terms of question types, it was determined that Open-Ended and Gap-Filling question types were mostly included; Multiple Choice, Matching, True-False etc. types of questions were rarely included. In terms of the purpose of formation, questions such as Identity, Listing and Evaluation were frequently included; Prediction, Definition, Cause/Effect, Comparison etc. types of questions were less included. It has been determined that there were intratextual and extratextual questions in terms of answer source, but intertextual questions were not included. In terms of cognitive process levels of the Revised Bloom's taxonomy, it was concluded that there were questions that employ low-level cognitive processes for the Remembering, Understanding and Applying levels. In terms of Barrett's taxonomy, it was determined that the questions at the Literal Comprehension level were more intense in the Turkish Worksheets.
... 26). Thus, this study is grounded in transactional theory (Rosenblatt, 1994), for it is through transaction that readers build knowledge and understanding of text. Reading is shaped by the contexts in which readers make meaning and the "structural focus, constraints, and contingencies" (Damico et al., 2008, p. 177) of those circumstances. ...
Examination of social annotation during assigned readings in this study brings together research about digital reading, learning communities, metacognition, and critical literacy. Social annotation allows readers to engage with text collaboratively to build understanding during reading. The authors conducted a content analysis of over 400 annotations made by 12 novice teachers to discover their metacognitive, social, and critical practices during reading. Findings suggest that text-to-text connections are a powerful practice for developing contextual knowledge, that practice-based identities enacted by participants during reading further supported their knowledge development, and that metacognition and strategy instruction are essential for critical literacy development.
... For instance, a musician's environment can consist of her instruments, the musical alphabet, her studio, and the other musicians she is working with. The content of previous experience, expectations and habits can also become the environment with which an organism transacts (Rosenblatt, 1978). Further, pragmatism stretches and expands traditional definitions of the concept of environment as it also considers all the connections and relationships (i.e., ideational, social, spatial, temporal, etc.) that constitute or give objects their meaning (Hildreth, 2003). ...
At the core of current literacy, and narrative, development paradigms are the literate behaviours traditionally associated with learning to decode and encode print. These paradigms have been criticized for placing written and verbal language in a privileged position. Moreover, while a growing number of educators and theorists are calling for a multimodal approach to learning narrative, current curricula, and the research that informs it, continue to be grounded in a ‘verbocentric’ approach and linear forms of narrative expression. Through the development and evaluation of a curricular approach to narrative learning for 7-8 year-olds based on the visual arts, this study aims to ascertain whether there is a need for broader conceptions of narrative as well as for complementary modes of narrative composition than those currently being used in primary schools. Documentation in the form of the children’s painted narratives and transcripts of the children’s oral accounts of their narratives was the major component of data collection. Individual and small group interviews and participant observation were supplementary sources to assist in the interpretation of the painted narratives the children composed. The children’s narratives were analysed using a narratological semiotic model, which divides narrative into ‘discourse’ and ‘story’ and distinguishes between the ‘content’ and ‘form’ of each of these elements.
Research suggests that high school students often have negative experiences with mathematics. To address this challenge, this paper shares findings of a design-based research project in which researchers and teachers developed and used a narrative approach to lesson planning in order to design lesson experiences that provide opportunities for high school students to become captivated with mathematical content (“CMLs”). The goal of this approach is to provide students positive aesthetic opportunities, such as inspiring student curiosity, while maintaining cognitive demand and coherence. Overall, students reported more positive, varied aesthetic experiences (e.g., suspense, surprise) in CMLs than in other lessons with the same teacher and students. These findings provide evidence that designing lessons as mathematical stories shows promise and can offer students more positive aesthetic experiences in mathematics.
Το παρόν άρθρο έχει σκοπό να συζητήσει εκφάνσεις της συνομιλίας μουσειακών εκθέσεων με τη λογοτεχνία και να ανιχνεύσει την επίδρασή τους στη δημιουργική γραφή και έκφραση του εφηβικού κοινού που τις «διαβάζει». Αφορμή αποτέλεσε η περιοδική έκθεση του Εθνικού Αρχαιολογικού Μουσείου «Οδύσσειες», μια έκθεση στην οποία αρχαιολογικά ευρήματα και ιδέες ταξιδεύουν στον χρόνο και συνδιαλέγονται με την ποίηση του Ομήρου και με εμβληματικούς νεοέλληνες ποιητές. Το ατμοσφαιρικό περιβάλλον της έκθεσης και η υπαινικτική χρήση του ποιητικού λόγου για τη νοηματοδότηση των αντικειμένων έδωσε το έναυσμα για μια εναλλακτική διδακτική προσέγγιση, που βασίστηκε στη χρήση της δημιουργικής γραφής. Το άρθρο θα σχολιάσει την ανταπόκριση μιας ομάδας εφήβων στη διαφορετική «ανάγνωση» των αρχαιολογικών εκθεμάτων με τη βοήθεια του λογοτεχνικού υλικού, αλλά και τη λειτουργία του εκθεσιακού περιβάλλοντος ως έμπνευση για προσωπικές λογοτεχνικές απόπειρες και για μια διαφορετική πρόσληψη του παρελθόντος ως εσωτερικό συγκινησιακό βίωμα. Η εμπειρία των «Οδυσσειών», μιας έκθεσης που ενθαρρύνει νέους συσχετισμούς με τα εκθέματα ως εγγενές στοιχείο του σχεδιασμού της, φάνηκε ότι διαθέτει τη δυναμική να λειτουργεί πέρα από γνωστικούς στόχους ως δημιουργική «σκαλωσιά», υποστηρίζοντας την έκφραση προσωπικών σκέψεων, την πρωτοτυπία, ενεργοποιώντας τη φαντασία, την ανάκληση προσωπικών βιωμάτων και την αναζήτηση ατομικών και συλλογικών μνημονικών ιχνών. Με λίγα λόγια η ένταξη της λογοτεχνίας στην εκθεσιακή «ρητορική» φάνηκε να μπορεί να ωθήσει τους έφηβους σε μια ανοικτή διερεύνηση του παρελθόντος αλλά και της προσωπικής τους ταυτότητας, όταν αυτή υποστηρίζεται από ανοικτές παιδαγωγικές πρακτικές.
We argue in this paper that the experience of reading is an intricate and dynamic weaving of connections much like the tentative construction of a spider’s web. We also use the metaphor of the web to examine a professional learning experience for Australian secondary school English teachers who over the course of a year, and by working in Communities of Practice, find and renew passion and purpose in their teaching of reading. The professional learning project, beginning in 2015, is conducted in Victorian schools under the auspices of the Victorian Association for the Teaching of English (VATE) and is funded for six years by the Victorian Department of Education and Training. In five years it has involved 36 schools. In this paper we focus on the experiences of teachers involved in the first three years of the project. The project begins by drawing attention, through an examination of literature, to disturbing levels of disengagement with reading at school and to a culture of pedagogy in English that has shifted over recent times toward transactional teaching and away from a focus on meaning-making. Drawing upon teacher interviews, the paper examines how teachers find passion and purpose in their teaching of reading through an initial focus on student experience revealed in drawings, which they find surprising and moving. In Communities of Practice and with the support of an external Critical Friend, the teachers explore a complex understanding of reading that has imaginative, dialogic, emotional, critical, metacognitive and embodied dimensions and design and trial reading activities with the aim of deepening students’ reading experiences. Through a focus on what teachers say, the paper explores what is learned through this experience and examines some of the challenges associated with sustaining change in schools.
This conceptual article explores the experiential basis of poetry and its deep connections to human engagement with the world and with others. This exploration is presented as a foundation for developing an alternate pedagogical framework for effective poetry teaching in the context of literacy programs and practices in schools, and the traditions of literature teaching. The writing of the article emerges out of evidence that poetry teaching is experiencing somewhat of a decline or at least a lack of emphasis in the classroom and in the curriculum. This decline may be due, in part, to a current focus on more functional notions of literacy in schools, as opposed to creative, performative or personal forms of writing. Or, it may be due to perceptions that poetry is dull and elitist. I contend that an experiential basis to poetry teaching has the potential for positive reception by students and may promote a deeper and more sustained understanding of poetry and poetic language. Using a phenomenological approach, the article eclectically investigates the experiential core of engaging with poetry, with examples for analysis drawn from the poetry of T.S. Eliot. The aim of this analysis is to provide a theoretical foundation for an innovative pedagogical framework for teaching poetry. This framework or approach to poetry teaching is built on four principles: 1. Modelling of reading, writing and performing poetry by educators; 2. Integrating poetry across disciplines and more centrally in the curriculum; 3. Re-centring poetry in regard to where and how students read, write and perform poetry (including third spaces); and 4. Challenging traditional notions of what constitutes poetry and proposing instead a more radical and disruptive pedagogy for bringing poetry to the classroom. These four principles are designed to promote greater participation and ownership by students in reading, writing about, producing and sharing poetry with others. The four principles are conceived as part of a model for a new poetry pedagogy, and this model is designed to be usable for both policy frameworks and for literacy practices in the classroom.
In this paper, we explore how a group of 10 and 11-year-old primary school children engage with a picture book about a refugee boy from Somalia. As we examine in some detail a video-recording of the children’s discussion, we suggest that the children’s emotional engagement with the story was pivotal to not only their making sense of the book, but to their critical discussion of the issues the story raised. The discussion we report on here was part of a wider project to examine the use of picture books for critical literacy in schools. Critical literacy is often discussed as a rational endeavour, where children are invited to ask analytical questions about the message a text seeks to communicate and the means by which this is achieved. Following others, for example Anwarrudin (2016), who have challenged this focus on rationalism, we explore the role of emotions in the session. Data show that the children’s critical-analytical discussions of the story were closely connected with their emotional engagement. We use Norris’ (2004) multimodal interaction analysis to examine the children’s emotional and embodied engagement with the book and its story. This analysis of the children’s words, gestures, posture, gaze and voice quality reveals the complexity of their reactions to the book and specifically the role of ‘emotional collisions’ (Kuby, 2012, p. 35) in provoking embodied and affective reactions but also intellectual curiosity and ‘critical engagement’ (Johnson & Vasudevan, 2012, p. 35). With regards to the role of picture books in critical literacy pedagogy, our paper offers teachers new insights into what processes of thinking, feeling and communicating they can expect to be part of critical literacy lessons.
Το άρθρο συζητά τις δυνατότητες που προσφέρει η φωτογραφία ως μέσο μάθησης της τοπικής ιστορίας και ως μέσο διαμόρφωσης της ιστορικής συνείδησης των μαθητών με αφορμή περιοδική έκθεση φωτογραφίας στο Μουσείο Βυζαντινού Πολιτισμού, αλλά και τα εγγενή προβλήματα σχεδιασμού εκπαιδευτικών δράσεων για περιοδικές εκθέσεις. Ως παράδειγμα εργασίας παρουσιάζει το εκπαιδευτικό πρόγραμμα «Μελετώντας φωτογραφίες της Κατοχής: η Θεσσαλονίκη τότε και τώρα», αναδεικνύοντας το πώς η κριτική προσέγγιση των ιστορικών πηγών επιτρέπει την ανάπτυξη των γνώσεων, την καλλιέργεια δεξιοτήτων και τέλος το πλαίσιο για την πιο σφαιρική κατανόηση της ιστορίας μέσα από τη βιωματική προσέγγιση και δημιουργικότητα.
Aim: This position paper illustrates prominent theories of reading comprehension and considers how these models have informed reading instruction within the classroom. It then considers how reading comprehension can be supported by educational psychologists (EPs).
Methods: This paper presents five sociocultural models of reading comprehension. These models are discussed and used to inform EPs’ understanding of effective reading comprehension instruction. Findings: Metacognitive and sociocultural models provide clues that can enhance EPs’ understanding of what potentially makes the reading process break down and how reading can be supported within the classroom. Limitations: There are many models of reading comprehension; a comprehensive study of all would not be feasible within the scope of this paper.
Discussion/Conclusions: This study offers seven recommendations regarding reading instruction and how EPs can support schools.
Keywords: reading comprehension; metacognition; research into practice; reading models; reading instruction
Η μελέτη αυτή καταγράφει τα χαρακτηριστικά της έντυπης και ηλεκτρονικής μορφής του παιδικού βιβλίου στο χώρο των εκδόσεων στην Ελλάδα, από το 1990 έως σήμερα, και εξερευνά τις τάσεις και τις προοπτικές των δύο μορφών. Η υλικότητα της έντυπης μορφής του παιδικού βιβλίου παρουσίασε αναρίθμητες διαφοροποιήσεις του σχήματος, του μεγέθους και των μεθόδων βιβλιοδεσίας της. Παράλληλα, ένα πλήθος καινοτομιών ενίσχυσε την υλικότητά της με οπτικο-ακουστικές και απτικές τροπικότητες. Από το 2010, οι νέες τεχνολογίες προσέφεραν στο παιδικό βιβλίο μια ακόμη μορφή. Οι Έλληνες εκδότες διέθεσαν την ηλεκτρονική μορφή παιδικού βιβλίου σε όλα τα γνωστά είδη και τους μορφότυπους, θέτοντας μια πρόκληση για το έντυπο παιδικό βιβλίο και την ανάγνωση των παιδιών. Τα αποτελέσματα της μελέτης αναδεικνύουν ότι κάθε επιλογή χαρακτηριστικού εξυπηρέτησε μια συγκεκριμένη λειτουργία στα πλαίσια της κάθε μορφής βιβλίου και συμπεραίνεται ότι η έντυπη και η ηλεκτρονική μορφή παιδικού βιβλίου θα συνυπάρχουν και θα εξελίσσονται παράλληλα, σε μια σχέση αλληλοσυμπλήρωσης και αμοιβαίας επιρροής.
Λέξεις-κλειδιά: έντυπη μορφή, ηλεκτρονική μορφή, παιδικό βιβλίο, ηλεκτρονικό βιβλίο, σχήμα, μέγεθος, βιβλιοδεσία, καινοτόμα χαρακτηριστικά, EPUB, PDF, εφαρμογές, apps, διαδραστικά χαρακτηριστικά
Η πλειονότητα των κειμένων που περιλαμβάνονται στη συλλογική αυτή έκδοση προέρχεται από τις ανακοινώσεις της ομώνυμης ημερίδας με τίτλο "Διεπιστημονικές προσεγγίσεις στη μουσειακή εκπαίδευση" που πραγματοποιήθηκε στις 11 Δεκεμβρίου 2019 στο αμφιθέατρο Στέφανος Δραγούμης του Μουσείου Βυζαντινού Πολιτισμού.
Πρόκειται για μια δράση αφιερωμένη στη μνήμη της Ιουλίας, που είχε ως στόχο να παρουσιάσει δράσεις και συνεργασίες του Μουσείου Βυζαντινού Πολιτισμού με πρόσωπα και φορείς της πόλης της Θεσσαλονίκης που απευθύνονταν σε διάφορες ομάδες κοινού. Αλλά και να εγγράψει τη δράση του φορέα μας στο ευρύτερο πλαίσιο της μουσειακής εξωστρέφειας της πόλης μας μέσα από την αναφορά στις πρακτικές των υπόλοιπων μουσειακών ιδρυμάτων. Στη συνέχεια αρκετές συμβολές συναδέλφων ήρθαν να προστεθούν στην ίδια κατεύθυνση, όλες όμως με κοινή στόχευση: να φωτίσουν όσες το δυνατό περισσότερες από τις πολλαπλές πτυχές της πολυτάλαντης Ιουλίας μας. Εκπαίδευση σε όλες της τις εκφάνσεις και οικολογική συνείδηση, κοινωνική δράση και συμπερίληψη ευάλωτων κοινωνικά ομάδων, ενίσχυση της καλλιτεχνικής δημιουργίας και εμπλοκή όλων των τεχνών στη μουσειακή εμπειρία.
Science texts have the potential to influence how people make decisions. In recent years, there has been an increased demand for research that helps illuminate how individuals read science texts. Educators seek to develop ways of supporting students as strong readers of science texts. Neuroimaging technology can be an important tool used to understand how individuals read science texts. This technology can inform how educators develop pedagogy; however, it can be difficult to determine how to apply neuroscience technology to educational environments in appropriate ways. One pathway forward is to develop interdisciplinary research collaborations between neuroimaging researchers and science educators. The intersection of neuroscience and education research may allow the technology of neuroimaging to be used in meaningful ways within education. Interdisciplinary partnerships between neuroscience and education can be strengthened by examining study design. When researchers collaborate across the fields of neuroscience and education, flaws in study design can be corrected before research begins. This article presents several factors to consider when designing research that connects neuroimaging and disciplinary literacy in science. By reflecting on the recommendations presented in this article, neuroimaging scientists and science educators may be able to create study designs that have significant implications for classroom settings.
In the United States, standardized tests shape what, how, and why English Language Arts teachers teach. For the last generation, these tests have increasingly taken a narrowly text‐centered approach to literature, making it difficult to enact or research alternatives. But what if it were otherwise? In the current study, we asked teachers to imagine alternatives to the current world of standardized testing. Drawing from a hundred years of New York state exams, we selected reader‐ and text‐centered essay prompts that represented a range of alternatives to current standardized exams. Then we interviewed 30 high school English Language Arts teachers from across the U.S., asking them to imagine what, how, and why they might teach with these alternative prompts in mind. Compared to their responses to a current Common Core aligned exam, when teachers responded to the alternative prompts, they were more likely to imagine selecting texts by authors of color, plan a wide variety of discussion‐based and writing activities, highlight the ethical dimensions of the teaching of literature, and envision the pleasure of aligning their beliefs with their instructional choices. As testing becomes more uniform, studies that imagine alternatives to the status quo allow for a broad exploration of the possibilities of language arts curriculum and instruction, as well as an understanding of teachers' untapped creativity and skill. In the United States, standardized tests shape what, how, and why English Language Arts teachers teach. For the last generation, these tests have increasingly taken a narrowly text‐centered approach to literature, making it difficult to enact or research alternatives. But what if it were otherwise? In the current study, we asked teachers to imagine alternatives to the current world of standardized testing.
Το θέατρο αναγνωστών αποτελεί μια ομαδοσυνεργατική μέθοδο προετοιμασίας και σκηνικής παρουσίασης με έντονα παιδαγωγικά χαρακτηριστικά. Συνδυάζει στοιχεία θεατρικότητας και απαγγελίας σεναρίου σε μια ιδιάζουσα σύνθεση που έχει τη βάση της στις θεατρικές αναγνώσεις και στην αξιοποίηση του θεάτρου στην εκπαίδευση. Στο πλαίσιο αυτό, σκοπός της μελέτης είναι η συστηματική βιβλιογραφική ανασκόπηση και η μετα-αναλύση των σχετικών δεδομένων, σε χρονικό βάθος τριαντακονταετίας (1990-2020), προκειμένου να διαφανεί η συμβολή του θεάτρου των αναγνωστών ως μεθόδου διδασκαλίας της ανάγνωσης σε μαθητές ηλικίας 6 έως 12 ετών. Σύμφωνα με τα αποτελέσματα της μελέτης φανερώθηκε η θετική συμβολή της θεατροπαιδαγωγικής μεθόδου στην ανάπτυξη της αναγνωστικής ικανότητας και των σχετικών δεξιοτήτων σε μαθητικούς πληθυσμούς τυπικής ανάπτυξης και σε πληθυσμούς μαθητών που αντιμετωπίζουν μαθησιακές δυσκολίες. Τα αποτελέσματα της μετα-ανάλυσης ανέδειξαν ότι η μεθοδολογία του θεάτρου των αναγνωστών συμβάλλει σημαντικά στη βελτίωση της αναγνωστικής ικανότητας του μαθητή με μεγάλο μέγεθος επίδρασης. Επίσης καταδείχθηκε η συνεισφορά της μεθόδου στην ψυχοκοινωνική προσαρμογή, στη δημιουργία φιλοαναγνωστικών στάσεων και στην ανάπτυξη μαθησιακών κινήτρων σε γλωσσικά περιβάλλοντα είτε μητρικής γλώσσας, είτε ξένης, ενώ επισημάνθηκαν τα πεδία στα οποία η έρευνα παρουσιάζει ελλείψεις.
Readers' theater constitutes a collaborative method of preparation and stage presentation with strong pedagogical characteristics. It combines elements of theatricality and script recitation in a unique composition that has its origins in theatrical readings and the use of theater in education. In this context, the purpose of the study is to present a systematic literature review, and the meta-analysis of the relevant data, over a period of thirty years (1990-2020), in order to clarify the contribution of the readers' theater as a method of teaching reading to students aged between 6 and 12 years old. According to the results of the study, the positive contribution of the drama-based method to the development of reading ability and related skills was revealed in student populations of typical development and in student populations facing learning difficulties. The results of the meta-analysis showed that the readers' theater methodology significantly contributes to the improvement of the student's reading ability with a large effect size. The contribution of the method to psychosocial adjustment, to the creation of pro-reading attitudes and to the development of learning motivations in linguistic environments, whether native or foreign, was also demonstrated, while the fields in which the research shows deficiencies were pointed out.
Although critics credit Agatha Christie’s experience as a dispensary assistant during the world wars as a source of her knowledge of poisons, this chapter examines specific principles of pharmacy that underpin key motifs in Christie’s detective fiction. The chapter examines the Society of Apothecaries of London test that Christie had to pass to qualify as an assistant during World War I alongside contemporary pharmacy reference books and her account of her experience in her autobiography. Far from mere formula, Christie’s motifs reveal what might be called a pharmaceutical worldview in their attention to a drug/poison’s route of administration and interactions, as well as in their recognition of communication errors commonly emphasized in pharmacy training. The chapter argues that Christie’s pharmaceutical worldview opened up a sense of her own competence as a modern woman able to handle drugs and poisons and to function in the working world. Then, it links this sense to Christie’s later representation of some female poisoners as not merely villains (as in some traditional poisoning texts) but as competent, rational, modern women using their knowledge of drugs and poisons to protect innocents and to right wrongs.KeywordsAgatha ChristieHistory of pharmacyPoisonsWomen’s rolesWorld War I
This introductory chapter describes the familiar wicked witch-poisoner figure in fairy tales, mythology, history, and literature, and then proposes an alternate tradition that retains the figure’s association between femininity, witchcraft, and poison but reverses its meaning from wicked to heroic. While critics have long recognized male good outlaws (such as Robin Hood) who deliver justified comeuppance to abusive authority figures (like the Sheriff of Nottingham), this chapter contends that critics have overlooked female outlaws—witches and poisoners—who repurpose traditionally female chores (such as cooking) in order to deliver comeuppance for gender and class-based abuse ignored by mainstream justice. By drawing on the quintessentially feminine but also quintessentially powerful figure of the poisoner, this female outlaw poisoner creates an alternate configuration of femininity in which women are, and always were, strong, knowledgeable, supportive of, and supported by other women, despite condemnation by mainstream society. The chapter explores the outlaw poisoner in Golden Age detective fiction, especially in works by Agatha Christie which are too often dismissed by critics as conservative and formulaic. Christie’s outlaw poisoners engage readers’ sympathy and so subvert the detective novel’s expected payoff of catching the culprit. Instead of solving the case like a good little detective, readers enjoy the pleasures of schadenfreude or of witnessing comeuppance, thereby transforming the usually conservative detective story into a site of social critique and subversive pleasure.KeywordsPoisonOutlawSchadenfreude in literatureSensation fictionAgatha ChristieDetective fiction
Mandhari huwa ni sehemu muhimu katika kazi ya Sanaa. Mtunzi hutumia mandhari kuibua maudhui na sifa za wahusika. Mandhari ni mahali au makazi maalum yaliyojengwa na mtunzi na mnamotukia matukio mbalimbali ya kazi ya fasihi. Makala haya yalilenga kupambanua sifa za kibibliotherapia katika mandhari ya diwani teule za hadithi fupi za Kiswahili. Diwani hizo ni zifuatazo; Mayai Waziri wa Maradhi na Hadithi Nyingine (2004), Damu Nyeusi na Hadithi Nyingine (2007), Kiti cha Moyoni na Hadithi Nyingine (2007) na Tumbo Lisiloshiba na Hadithi Nyingine (2016). Utafiti huu ulifanywa maktabani ambapo data ziliweza kukusanywa kwa kutumia mbinu ya udurusu wa vitabu. Mtafiti alipitia maandishi mbalimbali kutoka katika vitabu teule vya hadithi fupi pamoja na wavuti ili kupata maelezo yaliyotosha kukidhi haja ya Makala haya. Utafiti huu uliongozwa na Nadharia ya Mapatano ya Mwitikio wa Msomaji (NMMM) yake Rosenblatt (1995) ili kumsaidia mtafiti kupambanua sifa za kibibliotherapia katika mandhari. Matokeo ya utafiti huu yalibaini kwamba bibliotherapia hujitokeza katika mandhari yanayosawiriwa katika diwani hizi za hadithi fupi teule.
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