What is a Christian Teacher to Do with Louise Rosenblatt’s Transactional Theory of Reading?

In this theoretical analysis, the authors explore the question, What is a Christian teacher educator to do with Louise Rosenblatt’s transactional theory of reading? They begin by outlining the primary components of Rosenblatt’s transactional theory, focusing on reading as a transaction and the efferent and aesthetic stances. Next, they discuss who they are as teacher educators and former students, how their faith backgrounds intersect with Rosenblatt’s work, and the approach they took to address areas of tension that they and other Christian educators have experienced with Rosenblatt’s theory. Finally, they conclude by discussing implications of Rosenblatt’s work for reading scripture, identifying both the strengths and limitations of her theory, along with strategies for inviting students to discuss this issue at faith-based institutions

SCHOOL CULTURE, STRUGGLING ADOLESCENT READERS, AND THE DIALOGICAL SELF

ABSTRACT. Sociocultural perspectives of literacy emphasize the role of the larger environment in the shaping of literacy practices. As a result, some researchers theorize students don't fail in school, but that schools fail students by denying them opportunities to practice literacy in personally meaningful ways. Evidence of such is manifest in the narrative identities of struggling adolescent readers. Identities result from the selective emplotment of events, signs, and symbols into narratives that help the individual make sense of the world and the self's role in it. Narratives, and the identities that result, represent the coming together of the stories individuals tell, as well as those told about them by collectivities and others. As a part of a larger multiple case study, this paper examines the narratives told by Sarah, a struggling adolescent reader, about her reading abilities. Through a series of in-depth interviews and observations, transcribed, coded, and analyzed according to the preunderstandings used to emplot narratives, Sarah shared her perceptions of herself, her experiences in school, and reading. An analysis of Sarah's stories demonstrates the role of the dialogical self in the emplotting of her narratives and indicates extensive dialogues with the larger school culture. Understanding the role school culture plays in struggling readers' narratives offers opportunities to recognize discourses that alienate students who learn differently. These understandings also offer teachers and researchers opportunities to question current practices and the extent to which they support students of all ability levels