Chp.12 Flashcards
(20 cards)
Louise Rosenblatt
Articulated “reader response theory” in 1938
Reader response theory
Looking at a readers personal response during an encounter with a piece of literature-it is viewing reading as a transaction.
“Aesthetic Reading”
Louise Rosenblatt said it in 1993 and it means when a person becomes immersed in reading a piece of literature.
“Efferent Reading”
At The opposite end of the reading spectrum, unlike aesthetic reading that deals with emotions” efferent reading deals with information
“Envisionment building”
Was made by Judith langer in 1990 and is what the reader understands about a story and as readers move through stories, their understanding grows and sometimes even changes dramatically.
4 stages of Envisionment
- Being out and stepping in: readers make their initial contact with a book.
- being in and moving through: Readers build a personal envisionment.
- being in and stepping out: readers reflect on the way(s) in which a book relates to their own life or the lives of others.
- stepping out and objectifying the experience: readers reflect on the story as a crafted object.
Being out and stepping in
Is the beginning process of learning about the book. Learning about setting, characters and story line. Even by looking at the cover starts this.
Being in and moving through
Are in and moving through the story. Being absorbed in the story world, using text information and their own store of experiences and knowledge to build their Envisionment.
Being in and stepping out.
Is when the reader is stepping out of the story world and using the text to as a basis for reflecting on their own lives, on the lives of others, or even on the human experience.
Stepping out and objectifying the experience.
Is when the reader distances himself from the text world and talk about the work as a crafted object, about other texts story reminds them of, or about their own responses to the story.
2 types of responses children have to story worlds
- Text-centered responses
- reader centered responses
Text-centered responses
When the children respond to the way the writer crafts the literature. They make interpretations, analyze text and illustrations, and generate thematic understandings of stories.
Reader-centered responses
Is when the reader connects their experiences to the literature. The story becomes a lens that the child uses to attempt to understand their world.
Meaning-making perspectives
Developmental; social; cultural; and textual.
Developmental perspective
The perspective that recognizes that children ins different stages if cognitive, moral, and social development respond to literature differently
Social perspective
A perspective that recognizes that a reader literary transaction can be shaped by the responses of other readers
Cultural perspective
A perspective that recognizes that readers’ cultural values, attitudes, and assumption shape their transactions with texts
Textual perspective
A perspective that recognizes that readers responses are influenced by their knowledge of narrative conventions, literary elements, genre conventions, and other aspects of a text
Pat mora
Wrote my own true name
Intertextual Knowledge
The ability of using one’s knowledge of one text to make meaning of another. essentially it’s getting the similarities or differences of each story to enhance or elicit the meaning behind the text.
