Relevant bibliographies by topics / Transactional Reader Response Theory

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  2. Dissertations / Theses
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Academic literature on the topic 'Transactional Reader Response Theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Transactional Reader Response Theory"

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F. Latham, Kiersten. "Experiencing documents." Journal of Documentation 70, no. 4 (July 8, 2014): 544–61. http://dx.doi.org/10.1108/jd-01-2013-0013.

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Purpose – The purpose of this paper is to invite further consideration of how people experience documents. By offering a model from Reader Response theory – Louise Rosenblatt's Transactional Theory of Reading – as well as examples from research on numinous experiences with museum objects, the author hopes to open further avenues of information behavior studies about people and documents. The goal is to incorporate more aspects of lived experience and the aesthetic into practice with and research of documents. Design/methodology/approach – Theoretical scope includes Louise Rosenblatt's Transactional Theory of Reading, John Dewey's concepts of transaction and experience and lived experience concepts/methods derived from phenomenology. Findings – Rosenblatt's Transactional Theory explicates the continuum of reader response, from the efferent to the aesthetic, stating that the act of “reading” (experience) involves a transaction between the reader (person) and the text (document). Each transaction is a unique experience in which the reader and text continuously act and are acted upon by each other. This theory of reading translates well into the realm of investigating the lived experience of documents and in that context, a concrete example and suggested strategies for future study are provided. Originality/value – This paper provides a holistic approach to understanding lived experience with documents and introduces the concept of person-document transaction. It inserts the wider notion of document into a more specific theory of reading, expanding its use beyond the borders of text, print and literature. By providing an example of real document experiences and applying Rosenblatt's continuum, the value of this paper is in opening new avenues for information behavior inquiries.
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Pike, Mark A. "The Bible and the Reader's Response." Journal of Education and Christian Belief 7, no. 1 (March 2003): 37–51. http://dx.doi.org/10.1177/205699710300700105.

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Reader response theory, the broad range of literary perspectives which place emphasis upon the role of readers and their responses to texts, has contributed important insights to biblical hermeneutics and to pedagogy in literature education. Yet reader response theory does not appear, as yet, to have had as significant an influence as it might upon the way we teach individuals to read and respond to that most important of texts, the Bible. It is proposed in this article that Rosenblatt's transactional theory of the literary work offers valuable insights that can be applied to both the reading of the Bible and also how it can be taught in a range of contexts, in Christian and state schools, as well as in churches. Consequently, pedagogy informed by Rosenblatt's reader response theory may offer us a biblical use of the Bible as it can foster the spiritual development of readers by enabling them to engage with Scripture at a deeply personal level. It is suggested that Bible teaching must be responsive to the individual and to society but must, most of all, be responsive to the Holy Spirit.
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Kiyawa, Haruna Alkasim. "Female Readers as Literary Critics: Reading Experiences of Kano Market Romance Fiction." International Journal of English and Comparative Literary Studies 2, no. 1 (January 26, 2021): 34–45. http://dx.doi.org/10.47631/ijecls.v2i1.199.

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This paper aims to explore the female readers reading experiences, views and feelings of Hausa romance novels found in most of the northern part of Nigeria. This article also examines some criticism and accusations against the readership and content of the Hausa romance genre. The study applied the Transactional Reader-Response Theory of Rosenblatt’s (1978) as guide by selecting 7 female readers within the age ranges between 22-26 years from 2 book clubs to participate in the study. The findings revealed that all the readers individually were able to reveal their varied responses, beliefs, and experiences on the value of the romance novels which challenged the assertion made by the literary critics and traditional society that the books have no relevance in their life activities which supported their arguments and personal interpretive reading stance towards the Hausa romance genre. The finding yielded four themes were emerging: (a) promoting literacy development; (b) resistance to the traditional marriage system in society; (d) enlightening females on social inequality. These findings provided empirical support for the application of the Transactional Reader-Response Theory of Rosenblatt (1978) outside classroom contexts to understand the role of African romance novels towards female social transformation.
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Elsherief, Heba. "“I am no Othello. I am a lie”: A Consideration of Reader-Response Theory as Language Learning Pedagogy and Teacher Philosophy." Language and Literacy 19, no. 1 (May 2, 2017): 21. http://dx.doi.org/10.20360/g2b60n.

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This paper seeks to articulate the understanding of transactional/reader-response as theory and its use in the language classroom as both teaching philosophy and pedagogy. First, I map the terrain of reader-response theory, its history, in general, and how it has been articulated in literary studies, in particular. Next, I briefly synthesise studies that sought to empirically study reader response in the classroom and question why these inevitably fail to engage meaningfully with it - and seem to instead only result in teacher “lesson plan” ideas. I offer a case study of a language student’s responses to the novel Season of Migration to the North (Salih, 2009) to argue that reader-response should be central to teaching philosophies that hope to centre learners in inclusive educational processes.
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Schoonover. "Intersecting Compositional and Transactional Theory: How Art Can Help Define Reader Response." Journal of Aesthetic Education 54, no. 1 (2020): 90. http://dx.doi.org/10.5406/jaesteduc.54.1.0090.

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Bolton, Elizabeth. "Meaning-making across disparate realities: A new cognitive model for the personality-integrating response to fairy tales." Semiotica 2016, no. 213 (November 1, 2016): 397–418. http://dx.doi.org/10.1515/sem-2015-0141.

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AbstractThis paper reviews the extant literature on ways readers make meaning from fairy tales, and proposes a new cognitive model for the response to the traditional fairy tale. Much of the available research on literary responses to fairy tales comes from within the boundaries of psychoanalysis (Bettelheim 1975. The uses of enchantment: The meaning and importance of fairy tales. New York: Vintage; Dieckmann 1986. Twice-told tales: The psychological use of fairy tales. Wilmette: Chiron; Miller 1984. Thou shalt not be aware: Society’s betrayal of the child. New York: Farrar, Straus, Giroux), as well as folklore studies and anthropology (Zipes 1983. Fairy tales and the art of subversion: The classical genre for children and the process of civilization. New York: Wildman Press; Zipes 2006. Why fairy tales stick: The evolution and relevance of a genre. New York: Routledge; Zipes 2012. The irresistible fairy tale: The cultural and social history of a genre. Princeton: Princeton University Press.). Although these fields do not often overlap, the therapeutic potential of fairy tales and relatively recent popularization of practices such as bibliotherapy (Jack and Ronan 2008. Bibliotherapy: Practice and research. School Psychology International 29(2). 161–182) have provided a fertile ground for linking the two disciplines. I propose a cognitive model for the emotionally integrating response to the fairy tale by first introducing Rosenblatt’s (1978. The reader, the text, the poem. Carbondale: Southern Illinois University Press) transactional theory of making meaning from literature, and then in light of this theory, reviewing the psychoanalytic and anthropological evidence for fairy tales’ unique effect on readers. Previous theories explaining the emotional benefits of reading fairy tales have failed to consider characteristics of the genre which are unique to it, and which give fairy tales a hierarchically higher status than other genres due to the distance between the reality they depict, and the current reality of the reader. Transactional theory indicates that this higher status may play a crucial role in the genre’s ability to support healthy emotional development, as readers who establish close personal connections with the hierarchically valorized genre actually become active participants in a reading experience which provides them with comforting, indisputable affirmation of the uprightness of their own moral principles.
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Smagorinsky, Peter, and John Coppock. "The Reader, the text, the Context: An Exploration of a Choreographed Response to Literature." Journal of Reading Behavior 27, no. 3 (September 1995): 271–98. http://dx.doi.org/10.1080/10862969509547884.

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Much current theory about response to literature stresses the reader's active role in constructing meaning, with reader, text, and context affecting the responses of individual readers (Beach, 1993). Response to literature, like most classroom interaction, tends to take a linguistic form. In a supportive classroom environment, however, a range of response media can potentially mediate students' transactions with literature. The present exploratory study used stimulated recall to elicit a retrospective account from two alternative school students who choreographed a dance to depict their understanding of the relationship between the two central characters in a short story. In their account they indicate that in composing their text they (a) initiated their interpretation by empathizing with the characters, (b) represented the characters' relationship through spatial images and configurations, and (c) used the psychological tool of dance to both represent and develop their thinking about the story. Their thought and activity were further mediated by the social context of learning, including the communication genres of the classroom, their own interaction, their teacher's intervention, and the stimulated recall interview itself. Their account illustrates the way in which reader, text, and context participate in a complex transaction when readers construct meaning for literature. Their experience also illustrates the ways in which the values of an instructional setting influence the extent to which learners may take advantage of the psychological tools available to them for growth.
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Kosheleva, I. N. "LITERATURE CIRCLES AS AN IMPLEMENTATION OF READER-RESPONSE THEORY WHEN TEACHING EXTENSIVE READING IN ENGLISH AT UNIVERSITY." Bulletin of Kemerovo State University, no. 4 (December 23, 2018): 223–31. http://dx.doi.org/10.21603/2078-8975-2018-4-223-231.

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Teaching extensive reading at university has a great potential for development of students’ linguistic, thinking and creative skills. By embracing the content of a literary work, students expand their vocabulary and increase their range of grammar constructions. Moreover, literary texts comprise a variety of social, ethical, and moral problems and are characterized by diverse conflicts. They are perceived and understood as a result of literary interpretation and are determined by readers’ life experience and attitudes, cultural and moral standards. Therefore, the reader-response theory becomes relevant, since it considers reading as transaction (interaction) between the reader and the text. It means that the meaning wasn’t put by the author once and for all but will be interpreted differently by different readers. Accordingly, there is no single interpretation of the literary work. The subject of this research is the problem of teaching extensive reading in English at university through reader-response theory. The purpose of the article is to introduce the premises of this theory making a case for its application and to describe the operation of literature circles as a local example of the scientific paradigm. The methodological framework of the research was comprised of the communicative approach to teaching English, task-based language learning and the studentcentered approach in collaborative learning. The article demonstrates that literature circles function in a group where each student performs his/her role and different layers of understanding of the literary text are uncovered through peer discussion. The results of the research can be of interest to both foreign language teachers and to the researchers dealing with applied methodology of teaching literature. The author proves that literature circles favorably affect both students’ motivation for extensive reading and English teaching enhancement at university.
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Thomas, Ebony Elizabeth, and Amy Stornaiuolo. "Restorying the Self: Bending Toward Textual Justice." Harvard Educational Review 86, no. 3 (September 1, 2016): 313–38. http://dx.doi.org/10.17763/1943-5045-86.3.313.

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In this essay, Ebony Elizabeth Thomas and Amy Stornaiuolo explore new trends in reader response for a digital age, particularly the phenomenon of bending texts using social media. They argue that bending is one form of restorying, a process by which people reshape narratives to represent a diversity of perspectives and experiences that are often missing or silenced in mainstream texts, media, and popular discourse. Building on Louise Rosenblatt's influential transactional theory of reading, the authors theorize restorying as a participatory textual practice in which young people use new media tools to inscribe themselves into existence. The authors build on theorists from Mikhail Bakthin to Noliwe Rooks in order to illustrate tensions between individualistic “ideological becoming” and critical reader response as a means of protest. After discussing six forms of restorying, they focus on bending as one way youth make manifest their embodied, lived realities and identities, providing examples from sites of fan communities where participants are producing racebent fanwork based on popular children's and young adult books, movies, comics, and other media. Situating these phenomena within a larger tradition of narrating the self into existence, the authors explore broader implications for literacy education.
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Shawn, Karen. "Literary Commentary: A Transactional Approach to Holocaust Literature." Judaica Librarianship 8, no. 1 (September 1, 1994): 91–94. http://dx.doi.org/10.14263/2330-2976.1237.

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Through active reading strategies including annotation, shared inquiry, and interpretive discussion, librarians can play a major role in the development of age-appropriate Holocaust literature programs suitable for library and classroom settings. Literary response theory becomes practice as librarians and students, in this updated adaptation of the chavruta, use writing journals to articulate and exchange questions, comments, and feelings about the books they have read and recommended, bridging the gap between the generations of readers who share, through literature, the Holocaust experience.
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Dissertations / Theses on the topic "Transactional Reader Response Theory"

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Östberg, Emma. "The Controversy of Snape : A transactional reader response analysis of Severus Snape and why he divides readers of the Harry Potter book series." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32478.

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How can a character from a children’s book become so divisive that he causes arguments amongst adults? This essay uses transactional reader response theory to explain the reason why the character Severus Snape from the Harry Potter book series by J.K. Rowling is so controversial. Applying notions from reader response theorists such as Rosenblatt and Iser together with earlier research on Snape will show how the reader’s opinion is affected by both the text itself and their own personal experience. A poll was created and posted on Facebook with over a thousand replies. This data is analysed and used to apply the theory on real examples. The conclusion of the essay is that Snape is both good and bad. He acts heroically but is also vindictive and petty. Snape is perhaps the most human of all Rowling’s characters and each reader recognises a little of themselves in him that they can relate to. Because of ongoing arguments regarding Snape readers have to constantly defend their opinion. As the opinion is re-evaluated it is also strengthened each time readers reconsider the story of Snape and, like Snape himself once asked Professor Quirrell to do, decide where their loyalties lie.
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Hernandez, Alexander Anthony. "Voices of witness, messages of hope : moral development theory and transactional response in a literature-based Holocaust studies curriculum /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1087317918.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains x, 246 p. : ill. (some col.). Advisor: Janet Hickman, College of Education. Includes bibliographical references (p. 236-246).
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Movahhed, Abdolmohammad. "Context and constraints in Stanley Fish's reader-response theory." Thesis, University of Strathclyde, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510849.

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Blomdahl, Alexandra. "Virginia Woolf's Orlando and the Feminist Reader : Feminist Reader Response Theory in Orlando: a Biography." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-32476.

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This essay is a close reading of Virginia Woolf’s Orlando: a Biography that focuses on representation of gender in the novel and the possible response it elicits in the reader. The essay argues that the implied reader of Orlando - as manifested in the novel - is a feminist one, as well as it explores the possibility of this implied feminist reader being a female. The reasons as to why this could be are extensively examined by analyzing the main character Orlando as he metamorphoses from an English nobleman into a grown woman. To support the thesis, the essay looks both into reader response criticism and feminist criticism to clarify what an implied reader actually is. The similarities between Orlando and “A Room of One’s Own” are also touched upon as these suggest that the implied reader is a feminist. The essay then takes a closer look at the narrator of the novel and what this narrator suggests about the identity of the implied reader of the novel. In addition to this it is also concluded that s/he controls the reader’s perception of Orlando’s gender in the novel, and that this also echoes the ideals presented in “A Room of One’s Own”. The essay concludes that the implied reader of Orlando indeed is a feminist, but not necessarily a female one.
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Donnelly, Phillip Johnathan. "Stanley Fish on Augustine, reader-response theory as rhetorical faith." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq20914.pdf.

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Mathis, Jannelle Brown 1948. "Reader response theory in a seventh-grade language arts classroom." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277956.

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A seventh grade language arts class was observed to discover their responses to the literature they were reading. The classroom and instructional contexts that enhanced or limited these responses were examined, as well as the teacher's theoretical beliefs. Rosenblatt's transactional theory of reader response, especially the efferent and aesthetic aspects, guided this investigation. Findings included the importance of the teacher in the establishment of an environment that nurtures the aesthetic response as well as in the instruction she gives students immediately prior to or following reading. Many factors created an atmosphere enhancing aesthetic response in the observed class. The main difference in instructional context that determined either aesthetic or efferent response was whether students were given a specific assignment or not. Although a teacher may desire an efferent stance to fill certain "gaps" in knowledge before and after reading, it is suggested the gaps in schema be filled through student interaction, teacher discussion rather than questioning, and student inquiry.
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Sanders, April. "Parallels Between the Gaming Experience and Rosenblatt's Reader Response Theory." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271890/.

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The world of literacy has expanded alongside technology, and new literacies are being used as an alternative or an addition to traditional text. By including video gaming as literacy, the connection can be made between students' multimodal world outside of school with the world of literacy they encounter in school. This study took two approaches of a content study and a case study. A collective case study was used to examine the gaming experience of participants with three commercial video games falling into three separate genres: Sims FreePlay (simulation); Halo 1 (first person shooter); and World of Warcraft (role playing game). The 15 gamers were placed into three sets of five participants for each video game, and interviews were conducted to explore the gaming experience in relation to stance and transaction, which are major components of Louise Rosenblatt's reader response theory. Limited research has been conducted regarding reader response theory and the new literacies; by using the reader response lens, the gaming experience was compared to the reading experience to add the new literacies to the existing literature on reader response. As a way to look at both the text and the experience, a content study examined three mainstream video games to establish literacy content by using Zimmerman's gaming literacy theory. Even though this theory is useful by detailing elements found in video games and not traditional literature, literary value cannot be fully assessed unless the theory is developed further to include other components or discuss how the depth of the components can relate to literary value. The literature does not currently contain substantial research regarding how to assess the literary value of video games, so this study begins to add to the present literature by demonstrating that at least for these games the presence of the components of the theory can be evaluated. This analysis of both the game and the experience demonstrated substantial parallels between the gaming experience and the reading transaction as well as looking at the viability of using gaming literacy theory to evaluate literacy value.
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Falk, Linnéa. "Literature, a Gateway to New Worlds : Encouraging Aesthetic Reading through Transactional, Reader Response and Envisionment Theories and Metods." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-46434.

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The purpose of this essay has been to demonstrate that increased use of aesthetic reading inthe Swedish Upper Secondary EFL classroom would lead to several benefits to the students. To do this I have given examples of three didactical theories and methods that could be used in combination for this purpose. Each theory, and the methods that can be linked to said theory, has been analysed on how it could be used in the classroom and what benefits it could lead to. Subsequently, a combination of these theories and methods has been created and applied to Oscar Wilde’s The Picture of Dorian Gray, in order to exemplify how it could be applied to the teaching of literature in the EFL classroom. The benefits from this type of reading include among others an enhanced ability for critical thinking, a greater ability to work with and understand literature, and a greater understanding for other cultures.
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Bond, Ernest Leighton. "The dialogic potential of hypertext : reader response to digital narrative /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374847074.

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Ali, Soraya. "Transactive reader-response theory and the teaching of literature in a second language." Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307903.

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Books on the topic "Transactional Reader Response Theory"

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The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press, 1994.

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Davis, Todd F., and Kenneth Womack. Formalist Criticism and Reader-Response Theory. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1916-8.

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Kenneth, Womack, ed. Formalist criticism and reader-response theory. Houndmills, Basingstoke, Hampshire: Palgrave, 2002.

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Falling into theory: Conflicting views on reading literature. Boston: Bedford Books of St. Martin's Press, 1994.

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Performative criticism: Experiments in reader response. Albany: State University of New York Press, 2004.

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Parris, David P. Reception theory and biblical hermeneutics. Eugene: Pickwick Publications, 2009.

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Parris, David P. Reception theory and biblical hermeneutics. Eugene: Pickwick Publications, 2009.

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Parris, David P. Reception theory and biblical hermeneutics. Eugene: Pickwick Publications, 2009.

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Reception theory and biblical hermeneutics. Eugene: Pickwick Publications, 2009.

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Theatre audiences: A theory of production and reception. 2nd ed. London: Routledge, 1998.

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Book chapters on the topic "Transactional Reader Response Theory"

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Davis, Todd F., and Kenneth Womack. "‘Telle us som myrie tale, by youre fey!’: Exploring the Reading Transaction and Narrative Structure in Chaucer’s Clerk’s Tale and Troilus and Criseyde." In Formalist Criticism and Reader-Response Theory, 123–35. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1916-8_8.

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Newton, K. M. "Reader-Response." In Theory into Practice, 77–121. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22244-5_4.

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Miall, David S. "Reader-Response Theory." In A Companion to Literary Theory, 114–25. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781118958933.ch9.

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Newton, K. M. "Reception Theory and Reader-Response Criticism." In Twentieth-Century Literary Theory, 219–40. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19486-5_16.

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Davis, Todd F., and Kenneth Womack. "Introduction: Moving beyond the Politics of Interpretation." In Formalist Criticism and Reader-Response Theory, 1–10. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1916-8_1.

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Davis, Todd F., and Kenneth Womack. "Conclusion: Beyond Formalist Criticism and Reader-Response Theory." In Formalist Criticism and Reader-Response Theory, 154–56. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1916-8_10.

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Davis, Todd F., and Kenneth Womack. "Twentieth-Century Formalism: Convergence and Divergence." In Formalist Criticism and Reader-Response Theory, 13–38. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1916-8_2.

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Davis, Todd F., and Kenneth Womack. "Russian Formalism, Mikhail Bakhtin, Heteroglossia, and Carnival." In Formalist Criticism and Reader-Response Theory, 39–50. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1916-8_3.

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Davis, Todd F., and Kenneth Womack. "Reader-Response Theory, the Theoretical Project, and Identity Politics." In Formalist Criticism and Reader-Response Theory, 51–79. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1916-8_4.

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Davis, Todd F., and Kenneth Womack. "Stanley Fish, Self-Consuming Artifacts, and the Professionalization of Literary Studies." In Formalist Criticism and Reader-Response Theory, 80–89. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1916-8_5.

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Conference papers on the topic "Transactional Reader Response Theory"

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Cornaro, Anna, and Ruben Garcia Rubio. "Digital Capriccio and Mobile Apps, Future of Teaching in History and Theory of Architecture." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.21.

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The paper intends to introduce the capriccio as an artstic expression in the history of architecture and arrive at the digital capriccio as a teaching tool in courses of Theory and History of Architecture. Afterward, the practical part of the teaching experience will be described where students are asked to use software packages and mobile devices apps in order to give a response to architectural concepts through digital capricci. Students are requested to produce their collages, creating a digital composition of simulated spaces that can be obtained by combining fragments of notable buildings or composing together more abstract forms, with the aim of express the concept behind an architect, a style, or a movement. The experiment follows the theory by Walter Benjamin of the “art in the age of mechanical reproduction,” bringing architecture to the same concept of being a simulacrum of the source, and intends to respond with innovative tools to the call for action in architecture teaching. The final part of the paper will simulate an exercise held in the class environment bringing to the reader to have a similar learning experience than the students.
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