CHAPTER 2

Literature in the Lives of

Young Readers
A Transactional View of Reading
Literature
A transactional view of reading suggest that meaning does
not reside in the text alone, waiting for a reader to unearth it,
but rather is created in the transaction between a text and
the reader.
 Revolves around this reciprocal and mutually defining relationship
between the text and the reader.
The text is just simply ink on paper until a reader comes along and
deciphers the words, because readers do not passively receive
meaning from a text. The reader gives the text a purpose and
constructs meaning.
When we read, the words in the books enter in our minds as if going
through a factory chamber and the words begin to function
symbolically. During this process, these words stir up images,
emotions, and concepts. But this can only happen in the readers
mind, our minds, not within the text, but in the act of reading.
 Louise Rosenblatt is a remarkable woman who presented theories
about the nature of reading and the literary experience. She also
shaped the teaching of literature in schools and colleges.
Aesthetic stance: Read for the experience, for the opportunity
to enter the story world. Readers are more reflective and
thoughts and emotions are provoked. There is appreciation of the
rhythms and sounds in a text. EXAMPLE: When i was reading I
was thinking, what would I do if this happened to me?
Efferent stance: Reading for information and for knowledge to
use in the real world. The reader is not interested in the
rhythms and sounds of the text, but focuses in extracting
information that is necessary to accomplish a task.
Britton
Spectator and participant stances

Langer
Reading toward a horizon of possibilities versus reading
toward a point
 The valuing of ideas encoded in a text relates to the social
and cultural dimensions of reading and responding.

Readers read in various interpretative communities of

readers, with each community chipping in their fair share
of ideals and perspectives.

Teachers and scholars believe that private reading is

essentially important and shares its influences in cultural
and social dimensions.
Readers
Readers construct meaning as they read based on their
background knowledge, experiences, and skills.

Even though the text remains the same, readers are

constantly changing.
Bogdan (1990) describes three basic types of response:

1. Stock response involves evaluating a text in terms of its

connection to the readers worldview.
2. Kinetic response consists of a book that packs an
emotional punch for the reader.
3. Spectator response evaluates a book on formal structure.
A readers response is influenced by...

Past experiences and interactions with books

Reading ability
Background knowledge about literature
Personal/social/cultural values and assumptions
Reading interests and preferences
 Readers who have had an array of pleasurable
experiences with books will compare stories,
share information, and create open discussions.

Readers of all ages must engage in forging

connections among books. This is called
intertextual links.
Texts
The that every reader can find books of literature for children and
adolescents means that every reader can find books with which they
deeply engage. (Picture books, Poetry, Folklore, etc.)
All these different genres have something unique and universal to
offer engaged readers, and they have increasingly reflect varied
cultural experiences and viewpoints.
Text (cont.)
How do we determine the quality of texts? Nodelman (1996) puts it this
way: What distinguishes the most important literature is its ability
to engender new interpretations from its readers (p.187).
Childrens books at their best highlight the unique characteristics of the
cultures represented by their characters but also speak to universal
emotions. With them, we can understand, recognize and appreciate
differences; call attention to commonly held values and experiences and
those that differ; and promote empathy, respect, and a sense of common
humanity.
Context
Texts are also used as guides for when we discuss our responses, as well
as when we construct new ones.
Just like readers, texts are shaped by the sociocultural context and reflect
either implicitly or explicitly the values that their authors have developed.
It is not only the opinions and ideologies of the readers that conflict,
sometimes it also happens between the reader and the text. Readers may
have their own ideologies which may be completely different to the
authors, but that is not always a bad thing.
Context (cont.)
Because that difference in ideologies is an important role in shaping the
meaning as readers either accept or resist the ideas of their own values
while also reading in a socially sanctioned manner. I also found that
books have the power to shape ours lives, so it is important that we offer
wonderful books to our students do that they view books as vital parts of
their lives