Relevant bibliographies by topics / Louise Rosenblatt

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  2. Dissertations / Theses
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Academic literature on the topic 'Louise Rosenblatt'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Louise Rosenblatt"

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Ruth, Leo. "It’s Louise." Voices from the Middle 12, no. 3 (2005): 64. http://dx.doi.org/10.58680/vm20054713.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib
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Probst, Robert. "In Memory of Louise Rosenblatt." Voices from the Middle 12, no. 3 (2005): 9–12. http://dx.doi.org/10.58680/vm20054694.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib
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Farrell, Edmund J. "A Tribute to Louise." Voices from the Middle 12, no. 3 (2005): 68–69. http://dx.doi.org/10.58680/vm20054715.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib
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Holmes, Ken. "Meeting Louise Rosenblatt." English Journal 94, no. 5 (2005): 16. http://dx.doi.org/10.2307/30047334.

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Wilhelm, Jeffrey D. "Paying Attention: The Legacy of Louise Rosenblatt." Voices from the Middle 12, no. 3 (2005): 55. http://dx.doi.org/10.58680/vm20054709.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib
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Meyer, Rick. "To the Point!" Talking Points 17, no. 1 (2005): 32–33. http://dx.doi.org/10.58680/tp20054533.

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Rick Meyer reflects on his professional interactions with Louise Rosenblatt and on how her work has influenced not only his teaching, but also his views as a social and political activist. Rosenblatt’s focus on a personal response to texts engenders conversations about difference that are the essence of a democratic society in which multiple perspectives are encouraged.
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Claggett, Fran. "Lessons from Louise: The Person, the Theory, the Practice." Voices from the Middle 12, no. 3 (2005): 51–53. http://dx.doi.org/10.58680/vm20054707.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib
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Christenbury, Leila. "Rosenblatt the Radical." Voices from the Middle 12, no. 3 (2005): 22–24. http://dx.doi.org/10.58680/vm20054697.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib
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Rejan, Andrew. "Reconciling Rosenblatt and the New Critics: The Quest for an “Experienced Understanding” of Literature." English Education 50, no. 1 (2017): 10–41. http://dx.doi.org/10.58680/ee201729318.

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Louise Rosenblatt’s transactional theory of reader response has been widely accepted as a means of resisting the hegemony of New Criticism. This article argues that Rosenblatt and the New Critics were pioneers of parallel, rather than opposing, pedagogical traditions, shaped by the shared influence of I. A. Richards and John Dewey. The article situates a close reading of Rosenblatt and the New Critics in the context of the historical conditions that influenced the reception of the two supposedly disparate methods of teaching literature. At a time when misinformed caricatures of both Reader Res
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Mills, Heidi, Diane Stephens, Timothy O’Keefe, and Julie Riley Waugh. "Theory in Practice: The Legacy of Louise Rosenblatt: Rosenblatt’s theory and vision for a democratic society come alive when students and teachers engage in authentic dialogue around literature." Language Arts 82, no. 1 (2004): 47–55. http://dx.doi.org/10.58680/la20044369.

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The authors reflect upon and celebrate the significant contributions Louise Rosenblatt has made to our vision of theoretically sound literacy instruction and democratic practices. They delineate the theoretical lineage of our field and the ways in which Rosenblatt's thinking has transformed teaching and research over the past 60 years. Finally, they feature vignettes from two elementary teachers whose practices stand firmly on the shoulders of this giant in our field.
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Dissertations / Theses on the topic "Louise Rosenblatt"

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Clarke, Penny L., and n/a. "The poetry of response : adolescent experiences of two class novels." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060628.155204.

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This study, conducted in a junior high school in Canberra, used naturalistic research methodology and idiographic data analysis. As the results obtained in the study were time and context specific, the object was to reveal the personal factors which affected the nature of the reading experience for individual research participants. The theoretical basis of the research was derived from Louise Rosenblatt's transactional theory and focused on the reading experiences of adolescents with whole class novels. Three research techniques were employed in the exploration of aesthetic reader responses to
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Forslund, Elizabeth Nicole. "Lost or aware? an examination of reading types /." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/forslund/ForslundE0510.pdf.

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Reader response theorists focus on studying how and why readers read, and the effects of these practices on literacy. One aspect of reader response theory that has been largely ignored, however, is the fundamental conflict that exists between two different "types" of reading: reading for pleasure, or ludic reading, which I called "immersion reading," and reading with a critical detachment from the text, or "awareness reading." Theorists such as Louise Rosenblatt and Wolfgang Iser tend to favor one "type" of reading or the other, not acknowledging the fact that both "types" exist and exert a pu
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Roth, Elizabeth H. "The Emerging Paradigm of Reader-Text Transaction: Contributions of John Dewey and Louise M. Rosenblatt, with Implications for Educators." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26013.

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This dissertation will trace the emerging paradigm of transaction as a model for the dynamics of the reading process. The paradigm of transaction, implicit in John Dewey's writings as early as 1896 in "The Reflex Arc Concept in Psychology," was originally described in terms of "interaction" between organism and environment. Only in 1949, in the twilight of his career, did Dewey definitively distinguish between "transaction" and "interaction," ascribing a mutually transformative character to the former process. In Knowing and the Known, Dewey and co-author Arthur F. Bentley (1949) proposed ado
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Crockett, Aleta Jo. "Nonfiction and Fiction: Does Genre Influence Reader Response?" Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/25990.

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This study explores aspects of the theoretical basis of Louise M. Rosenblatt's transactional theory of reading and its focus on the reader's efferent and aesthetic stances during transaction with nonfiction and fiction. The study explores the following questions: Does genre (nonfiction or fiction) influence the reader's response to a literarytext? Does a reader's process of reading change during a nonfictional reading compared to a fictional one? Are there certain factors that persuade a reader to view a nonfictional piece of writing differently than a fictional one? To examine t
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Wahlström, Fredrik. "Lyrikens roll : En komparativ analys av tre läroböcker för kursen Svenska 3." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84321.

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The aim of this essay is to examine the role of poetry in textbooks for the course Swedish 3. This is done by a comparative analysis of three textbooks: Svenska impulser 3, Svenska 3 – helt enkelt and Formativ svenska 3, where the differences and similarities are identified using the questions: Why use poetry? What kind of poetry and what poems are used?  How is poetry supposed to be read? Together with Louise Rosenblatt’s dichotomy efferent and esthetic reading, these questions are then used to analyze the role of poetry in upper secondary school.  The results show that Svenska impulser 3 use
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Lash, Holly L. "Evaluating Young Adult Literature through Transactional Theory." Ohio Dominican University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1449497760.

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Berglund, Elin. "Funktionsvariation i skönlitteratur : En litteraturstudie med fokus på hur funktionsvariationer skildras i skönlitteratur." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32606.

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Syftet med arbetet var att undersöka hur det i kursen Svenska 1 på gymnasiet går att arbeta med två skönlitterära verk, Hannahs hemlighet och Undret, för att skapa medvetenhet om diskriminering utifrån temat funktionsvariation. Studien ämnar ge förslag till hur det går att arbeta med frågor kring funktionalitet i svenskundervisningen samt till att styrka användningen av skönlitteratur vid arbete med värdegrundsfrågor. De frågor undersökningen förankras i är följande: På vilket sätt skildras funktionsvariation kopplat till diskriminering i den valda litteraturen? På vilket sätt kan de litterära
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Beach, Shannon L. "“PUTTING OURSELVES IN THEIR SHOES”: CASE STUDIES OF FOUR TEENAGERS’ READING EXPERIENCES WITH NONFICTION LITERATURE IN A SOCIAL STUDIES CLASSROOM." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1333327090.

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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
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Marelli, Edith. ""...ett sånt mysterium som man blir lämnad med."." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32663.

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Reading is considered to be one of the main factors for success throughout the compulsory education and into the years in upper secondary school, and is often connected with instrumental values, such as better grades and higher level of empathy. However, good readers are seldom drawn to books as means to improve their grades, but enjoy reading in its own right. The curriculum for for the upper secondary education in Swedish on the other hand stipulates that students should learn to analyse literature – i.e. learn how to do a reading rather than develop as readers.This study looks at two groups
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Books on the topic "Louise Rosenblatt"

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1942-, Clifford John, ed. The experience of reading: Louise Rosenblatt and reader-response theory. Boynton/Cook Publishers, 1991.

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M, Rosenblatt Louise, Farrell Edmund J, Squire James R, National Council of Teachers of English., and National Council of Teachers of English. Convention, eds. Transactions with literature: A fifty-year perspective : for Louise M. Rosenblatt. National Council of Teachers of English, 1990.

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Clifford, John. The Experience of Reading: Louise Rosenblatt and Reader-Response Theory. Boynton/Cook, 1990.

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4

Farrell, Edmund J. Transactions With Literature: A Fifty-Year Perspective : For Louise M. Rosenblatt. Natl Council of Teachers, 1990.

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5

Collin, Ross. Literature and Ethics in High School English Classes. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350380523.

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This book offers a defence of ethical reading in secondary school English classes at a time when reformers and policy makers are trying to reorganize English language arts around technical skills or politics.Ross Collin shows how students and teachers use literature as a venue for exploring their own and others’ ethical ideas and practices and argues that moral inquiry in English class is a distinctly social endeavour. The book draws ideas from English education and moral philosophy. From English education, Collin explores social reading, or what Louise Rosenblatt named ‘transaction’, looking
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Book chapters on the topic "Louise Rosenblatt"

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Wilson, Anthony. "Open Access: The reader, the text, the poem: the influence and challenge of Louise Rosenblatt." In Reading. Routledge, 2022. http://dx.doi.org/10.4324/9781003208648-7.

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Wallack, Nicole B. "On Reading and the Essay." In The Edinburgh Companion to the Essay. Edinburgh University Press, 2022. http://dx.doi.org/10.3366/edinburgh/9781474486026.003.0011.

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Although essayists read myriad materials to produce their work—from first-hand experiences to written, visual, and aural texts—few have explicitly theorized what reading entails or produces for themselves and their own audiences. This chapter argues that reading animates every essay, regardless of its subject matter. It begins by distinguishing what Ralph Waldo Emerson calls “creative reading,” which receives fuller theoretical expression in the precepts of twentieth century reception-theory by Louise Rosenblatt and others, who show how readers, including students, are co-creators of the texts
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"FEMINISM 111 Levinas, Emmanuel. Basic Philosophical Writings, eds Adriaan T. Pe-perzak, Simon Critchley, and Robert Bernasconi. Bloomington, IN, 1996. Miller, J. Hillis. The Ethics of Reading: Kant, de Man, Eliot, Trollope, James, and Benjamin. New York, 1987. Newton, Adam Zachary. Narrative Ethics. Cambridge, MA, 1995. Norris, Christopher. Truth and the Ethics of Criticism. New York, 1994. Nussbaum, Martha C. Love's Knowledge: Essays on Philosophy and Literature. New York, 1990. Nussbaum, Martha C. Poetic Justice: The Literary Imagination and Public Life. Boston, 1995. Nussbaum, Martha C. The Fragility of Goodness: Luck and Ethics in Greek Tragedy and Philosophy. Cambridge, 1986. Parker , David. Ethics, Theory, and the Novel. Cambridge, 1994. Parr, Susan Resneck. The Moral of the Story: Literature, Values, and American Education. New York, 1982. Phelan, James (ed). Reading Narrative: Form, Ethics, Ideology. Colum-bus, 1988. Robbins, Jill. Altered Reading: Levinas and Literature. Chicago, 1999. Rosenblatt, Louise M. The Reader, the Text, the Poem: The Transac-tional Theory of the Literary Work. Carbondale, IL, 1978. Siebers, Tobin. The Ethics of Criticism. Ithaca, NY, 1988. Williams, Bernard. Ethics and the Limits of Philosophy. Cambridge, 1985. Worthington, Kim L. Self as Narrative: Subjectivity and Community in Contemporary Fiction. Oxford, 1996. Feminism Though not a unified, single critical 'voice', feminist literary criticisms are in broad agreement on their shared role as political and politicised criticisms directed at matters of gender, sexuality and identity. Developing critical languages from the political discourses of the women's movement of the 1950s and 1960s, feminist criticism addresses the representation of women in literature and culture, in the work of both female and male authors. Critical feminisms have also concerned themselves with the role of the reader from a gendered perspective and with the study of women's writing. Feminist criticism has also addressed the relation of gender to matters of class and race, and has,." In Key Concepts in Literary Theory. Routledge, 2016. http://dx.doi.org/10.4324/9781315063799-21.

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