You are here:

Reader Response in the Information Age
PROCEEDINGS

, Northern Arizona Univ., United States ; , Univ. of Calgary, Canada

Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

This paper reports an investigation into the use of web-based, interactive computer technologies in the achievement of curricular outcomes in reader response-based literature instruction. The primary purpose of the study was to explore the use of computers as tools for implementing classroom reader response instruction. Rosenblatt's (1978) Transactional Theory of the Literary Work and pedagogical approaches developed from this theory were used as the basis for developing and implementing computer-based literature exploration. The study used a network-based software application called Zebu as a venue for conducting reader response-based instructional initiatives. A portrait of fifth grade student's reading, writing and responding in computer environments is presented. The nature of students' responses is discussed and key characteristics of effective web-based reader response environments are outlined. Findings suggest that computer environments represent one venue where students can engage in collaborative conversations about literature.

Citation

Broad, K. & Labercane, G. (2001). Reader Response in the Information Age. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 2187-2192). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved April 13, 2021 from .

Keywords

References

View References & Citations Map
  1. Alberta Education (1997). Information and communication technology: Kindergarten to grade 12, an interim program of studies. June. Edmonton, Alberta.
  2. Beach, R. (1993). A teacher’s introduction to reader-response theories. Urbana, IL: NCTE.
  3. Berg, T. (1987). Psychologies of reading. In J. Natoli (Ed.), Tracing literary theory (248-77). Urbana,IL: University of Illinois Press.
  4. Clifford, P., Friesen, S., and Jacobson, M. (1998). An expanding view of literacy: Hypermedia in the middle school. Ed-Media & Ed-Telecom, 1998, Association for Advancement of Computing in Education, Frieberg, Germany. Http://www.rockyview.ab.ca/bpeak/research/galileo/edmedia.html
  5. Coley, R., Cradler, J. And Engel, P. (1997). Computers and classrooms: The status of technology in U.S. Schools. Policy Information Report. Princeton, NJ: Educational testing service.
  6. Cooper, M. And Selfe, C. (1990). Computer conferences and learning: Authorities, resistance, and internally persuasive discourse. College English, 52, 8, 847-869.
  7. Cox, C. And Many, J.E. (1992). Toward an understanding of aesthetic response to literature. Language arts, 69, 1, 28-33.
  8. Eeds, M. And Wells, G. (1989). Grand conversations: An exploration of meaning construction in literature study groups. Research in the teaching of English, 23, 4-29.
  9. Evans, J. And Pritchard, R. (1995). A computer-assisted pedagogical model for transacting with literature. NCTE concept paper No. 15. Urbana, IL: NCTE.
  10. Hartman, D. And Hartman, J. (1993). Reading across texts: Expanding the role of the reader. The reading teacher, 47, 3, 202-211.
  11. Hazari, S. (1992). Multimedia: Is it the right tool for your instructional application? Journal of educational multimedia and hypermedia, 1, 2, P. 143-46.
  12. Hercz, R. (1995). Wired child. Canadian business, Fall, 22-32.
  13. Landow, G. (1989). Hypertext in literary education, criticism and scholarship. Computers and the humanities, 23, 173198.
  14. Leal, D. (1993). The power of literary peer-group discussions: How children collaboratively negotiate meaning. The reading teacher, 47, 2, P. 114-120.
  15. Oliver, R., Omari, A., and Herrington, J. (1997). Exploring Student Interactions in Collaborative World Wide Web. EdMedia & Ed-Telecom, 1997, Association for Advancement of Computing in Education, Calgary, Alberta, Canada. 97884.
  16. Pritchard, R. (1993). Developing prompts for reading response and analysis. English journal, 82, 3, 24-32.
  17. Rosenblatt, L. (1985). The transactional theory of the literary work: Implications for research. In C. Cooper (Ed.), Researching response to literature and teaching literature: Points of departure (P. 33-53). Norwood, NJ: Ablex.
  18. Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.
  19. Rosenblatt, L. (1968). A way of happening. Educational record, 49, 3, 339-346.
  20. Rosenblatt, L. (1938). Literature as exploration. New York, NY: Appleton-Century. Shen, T, (1995). Reading hypertext: The role of hypertext links and social interaction in fifth grade students' meaning making. Unpublished Ph.D. Dissertation. University of California at Berkley.
  21. Smith, J. (1996). What’s all this hype about hypertext? Teaching literature with George, P. Landow’s The Dickens Web. Computers and the humanities, 30, 3, 121-29.
  22. Speare, Elizabeth. (1983). The sign of the beaver. New York, NY: Dell.
  23. Winslow, J. (1996). Multimedia and virtual reality in instruction: Some risks of virtual learning. Educational Multimedia and Hypermedia, 1996, Association for Advancement of Computing in Education,

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References