Since Reader Response Theory, my assigned area to study, is a response to the New Criticism of the 1940s-1960s, I decided to explore this theory further to investigate if the notions of New Criticism are still relevant today. Tyson (2006) states, "'The text itself' became the battle cry of the New Critical effort to focus our attention on the literary work as the sole source of evidence for interpreting it"(p. 136). Although Tyson claims that New Criticism is not a contemporary literary criticism, and no longer practiced by literacy critics, I beg to differ.
The standardized manangement system that still dominates the majority of our school systems today, relies heavily on the use of high stakes testing, including the Ohio Achievement Test and the Ohio Graduation Test. The results of these assessments often determines funding, programs, and sometimes the faculty/staff for the subsequent school year. Test preparation dominates many districts, often from the first day of the school year. Students are often taught that only "one correct" answer exists, based on the format of the testing that the students are preparing to take. To me, this is the underpinnings of the New Criticism movement-the interpretation lies in the text, not in the reader.
Last spring, I had the opportunity to interview several K-8 reading teachers in order to collect data for the inference project that I am researching. I spoke with Cathy, a third grade teacher in a large public school system, who candidly admitted that test preparation begins on the very first day of school in her building. She teaches her students to answer literal questions by retrieving the answer from the actual text, often marking the page number on which the "correct answer" can be found. She does not spend any time introducing or reinforcing the concept of inference, since she beleives the Ohio Achievement Test at the third grade level asks very few higher-level questions that would require students to make an inference. I am currently researching standardized reading tests in five states, inclusdng Ohio, so I will be interested to determine if Cathy's statements are justified, or perhaps, just a response to the system in which she teaches.
Another premise of New Criticism that still pervades high school and college classrooms, is the concept of "close reading". This theory states that the "formal elements" of the language of text leads to its interpretation. The McClennan's Close Reading Guide defines several of the "formal elements" that Tyson (2006) describes in Critical Theory Today, including imagery, irony, and theme. Purdue University's Online Writing Lab also states that "close reading" is making a comeback and provides students a sample of applying "close reading" with a Shakespearean sonnet. Again, students are being taught to focus on the specific syntax and semantics of a text instead of making a personal connection.
Last Monday, during class, it was suggested that Advanced Placement Testing, may be another avenue to explore in relation to New Criticism Theory. It was somewhat ironic, that on Tuesday, the topic of Advanced Placement Tests was brought up by my dentist. Dr. F. began by asking my opinion on where his current eighth-grade son should attend high school next year. His son is deciding between the local public high school and an all-boys Catholic school in Cleveland. Dr. F stated that his son is already enrolled in advanced classes and plans to take Advanced Placement courses while in high school. A little research has revealed that the number of students taking Advanced Placement tests has significantly increased in the past years. However, the percentage of students passing the tests has decreased. Students can earn college credit by receiving a passing score of 3, 4, 0r 5 on the assessment. The New York Times and USA Today have both published statitistics on this area of concern for eductors. In the past, Advanced Placement tests were taken by "elite" students hoping to jumpstart their college career. Now, it seems that a different popluation of students are taking these exams. Has this contributed to the increased failure rate? Or, does the test perpetuate the notion of the "one correct answer or response," which disallows students' variations in the interpretation of the material? I hope to explore this area further, and look forward to sharing my findings.
Saturday, March 13, 2010
Thursday, March 4, 2010
Reader Response Theory
By luck of the draw, I happily selected Reader Response Theory to read, reflect, and respond to as a form of literary criticism. The first theories posited about reader response are attributed to Louise Rosenblatt and her description of Transactional Reader Response Theory. This theory, generally stated, "analyzes the transaction between text and reader" (Tyson, 2006, p.173). The text and the reader are considered equally important and require that an aesthetic approach be taken by the reader in order to create the "poem" or interaction between the two factors.
Read more about The Significance of Louise Rosenblatt on the Field of Teaching Literature.
Since Rosenblatt's initial work, other theorists, most notably Stanley Fish and Norman Holland, have expanded the views of Reader Response Theory to include the importance of the social environment that affects a reader's interpretation, as well as the personal revelations about the reader based on psychological responses. As Tyson (2006) states, "A literary interpretation may or may not reveal the meaning of the text, but to a discerning eye it always reveals the psychology of the reader" (p. 183).
Much research can be found on reader response theory, and fortunately, many educators are including reader response journals and critiques as part of their literacy instruction, in order for students to make a more personal connection to the text being read. To truly interpret a piece of literature, a student's background knowledge and experiences must be taken into consideration and valued as integral components of response to literature.
My first concerted effort to focus on reader response theory as an educator occurred almost four years ago, when I was still teaching fifth grade language arts full-time, and teaching part time at Baldwin-Wallace College. I engaged in an action research study with a colleague which entailed pairing teacher education candidates enrolled in a literacy methods course at Baldwin-Wallace College with my fifth grade students, to read and respond to the Newbery Award winning novel, Bud, Not Buddy by Christopher Paul Curtis. The students and candidates dialogued about the novel through a weekly online journal. The interactions were printed, analyzed, and coded, based on the work of Marjorie Hancock. Our study revealed the types of questions asked and comments shared by the students and teacher education candidates. Our results were further disseminated at the annual College Reading Association conference in October, 2006.
Students, in both classes, benefited from the opportunities provided to engage in reader response through online dialogue journals. My students truly moved beyond asking and responding to literal questions, and began using higher-level thinking skills to question the author, make text to self connections, and discern relevant information from the text. Their background knowledge and experiences were key to sharing their thoughts, as well. I also valued the writing connection that was a central component of this research. Many students expressed themselves more deeply and candidly in writing, rather than in general oral discussions. I also found this to be true when conducting literature circles in my classroom. It was the journal writing component that led to critical thinking and deeper ponderings, prior to sharing their thoughts with others aloud.
It was somewhat ironic that I happened upon an article on reader response theory that was very similar to my action research using Bud, Not Buddy. I wish I had published my findings year ago! Perhaps, it is not too late. In the meantime, I will add the article's link to my Wiki page, as well as other useful documents and teaching strategies.
Read more about The Significance of Louise Rosenblatt on the Field of Teaching Literature.
Since Rosenblatt's initial work, other theorists, most notably Stanley Fish and Norman Holland, have expanded the views of Reader Response Theory to include the importance of the social environment that affects a reader's interpretation, as well as the personal revelations about the reader based on psychological responses. As Tyson (2006) states, "A literary interpretation may or may not reveal the meaning of the text, but to a discerning eye it always reveals the psychology of the reader" (p. 183).
Much research can be found on reader response theory, and fortunately, many educators are including reader response journals and critiques as part of their literacy instruction, in order for students to make a more personal connection to the text being read. To truly interpret a piece of literature, a student's background knowledge and experiences must be taken into consideration and valued as integral components of response to literature.
My first concerted effort to focus on reader response theory as an educator occurred almost four years ago, when I was still teaching fifth grade language arts full-time, and teaching part time at Baldwin-Wallace College. I engaged in an action research study with a colleague which entailed pairing teacher education candidates enrolled in a literacy methods course at Baldwin-Wallace College with my fifth grade students, to read and respond to the Newbery Award winning novel, Bud, Not Buddy by Christopher Paul Curtis. The students and candidates dialogued about the novel through a weekly online journal. The interactions were printed, analyzed, and coded, based on the work of Marjorie Hancock. Our study revealed the types of questions asked and comments shared by the students and teacher education candidates. Our results were further disseminated at the annual College Reading Association conference in October, 2006.
Students, in both classes, benefited from the opportunities provided to engage in reader response through online dialogue journals. My students truly moved beyond asking and responding to literal questions, and began using higher-level thinking skills to question the author, make text to self connections, and discern relevant information from the text. Their background knowledge and experiences were key to sharing their thoughts, as well. I also valued the writing connection that was a central component of this research. Many students expressed themselves more deeply and candidly in writing, rather than in general oral discussions. I also found this to be true when conducting literature circles in my classroom. It was the journal writing component that led to critical thinking and deeper ponderings, prior to sharing their thoughts with others aloud.
It was somewhat ironic that I happened upon an article on reader response theory that was very similar to my action research using Bud, Not Buddy. I wish I had published my findings year ago! Perhaps, it is not too late. In the meantime, I will add the article's link to my Wiki page, as well as other useful documents and teaching strategies.
Saturday, February 27, 2010
What Gets Written Down is Important
Chapter 18 "History of Schools and Writing" by David R. Olson in the Handbook of Research on Writing, continues to build my educational foundation of the historical perspectives on the role of schools as literate institutions. The formalized system of schooling continues to determine how reading and writing are viewed and valued in our classrooms today. 
I laughed to myself after reading in Chapter 18, "Children learn that talk is cheap; what gets written down is important" (Olson, 2008, p. 286). Earlier in the week, my colleague, Gail, came to my office after teaching her "Introduction to Early Childhood" course for preservice teachers. She told myself, and a fellow colleague, that she had just had an epiphany while teaching. She was discussing with her students the writing of lesson plans with an emphasis on developmentally appropriate practices, and turned and wrote the word "objectives" on the chalkboard. As Gail turned around, she witnessed twenty students writing the word "objectives" in their respective notebooks. Just the act of the teacher writing something, anything, on the chalkboard, was enough motivation for students to copy the word. The students were perpetuating the notion that anything written down by the instructor was important, regardless of the fact that Gail had spent a considerable amount of time discussing other aspects of the lesson plan assignment verbally. She stated that very few students seemed engaged or wrote anything in their notebooks during the lecture format. Gail admitted that she herself, is not a visual learner. Therefore, she conducts most of her classes in a lecture format, uses very few Power Point presentations, or other forms of notes/handouts to disseminate her information. She feels it is the students' responsibility to listen and note important information during her sessions. This, however, has led to some apathetic students who seem disengaged during her classes, or perhaps, unable to differentiate the information of critical importance. This makes me wonder...Does Gail need to change or enhance her teaching practices, or do her students need to learn the art of notetaking?
The importance of writing down pertinent information has been ingrained in students for the past few centuries, when reading competence began to be assessed on the written responses that students provided. No longer were oral recitations the norm, and a way for instructors to view the strengths and weaknesses of a child's literary skills. Instead, it was through the written word that teachers began to discern who was a skilled reader. "Today, ironically, children's reading ability is assessed almost exclusively through writing, that is through written tests" (Olson, 2008, p. 286).
The reliance on high stakes testing, entrance examinations to colleges and universities, and certification examination, such as Praxis II, are all written assessments of students' competence. This fact strengthens the importance of writing instruction in today's schools, from early childhood to college classrooms. Too often, students are able to articulate their knowledge and understanding of a subject, but fail to demonstrate that same understanding in a written format.
Through recent readings, past and current research, and personal reflection, I have narrowed my literacy interests and line of inquiry, which now includes a specific focus on writing. I am looking forward to sharing my growing passion later this semester.
I laughed to myself after reading in Chapter 18, "Children learn that talk is cheap; what gets written down is important" (Olson, 2008, p. 286). Earlier in the week, my colleague, Gail, came to my office after teaching her "Introduction to Early Childhood" course for preservice teachers. She told myself, and a fellow colleague, that she had just had an epiphany while teaching. She was discussing with her students the writing of lesson plans with an emphasis on developmentally appropriate practices, and turned and wrote the word "objectives" on the chalkboard. As Gail turned around, she witnessed twenty students writing the word "objectives" in their respective notebooks. Just the act of the teacher writing something, anything, on the chalkboard, was enough motivation for students to copy the word. The students were perpetuating the notion that anything written down by the instructor was important, regardless of the fact that Gail had spent a considerable amount of time discussing other aspects of the lesson plan assignment verbally. She stated that very few students seemed engaged or wrote anything in their notebooks during the lecture format. Gail admitted that she herself, is not a visual learner. Therefore, she conducts most of her classes in a lecture format, uses very few Power Point presentations, or other forms of notes/handouts to disseminate her information. She feels it is the students' responsibility to listen and note important information during her sessions. This, however, has led to some apathetic students who seem disengaged during her classes, or perhaps, unable to differentiate the information of critical importance. This makes me wonder...Does Gail need to change or enhance her teaching practices, or do her students need to learn the art of notetaking?The importance of writing down pertinent information has been ingrained in students for the past few centuries, when reading competence began to be assessed on the written responses that students provided. No longer were oral recitations the norm, and a way for instructors to view the strengths and weaknesses of a child's literary skills. Instead, it was through the written word that teachers began to discern who was a skilled reader. "Today, ironically, children's reading ability is assessed almost exclusively through writing, that is through written tests" (Olson, 2008, p. 286).
The reliance on high stakes testing, entrance examinations to colleges and universities, and certification examination, such as Praxis II, are all written assessments of students' competence. This fact strengthens the importance of writing instruction in today's schools, from early childhood to college classrooms. Too often, students are able to articulate their knowledge and understanding of a subject, but fail to demonstrate that same understanding in a written format.
Through recent readings, past and current research, and personal reflection, I have narrowed my literacy interests and line of inquiry, which now includes a specific focus on writing. I am looking forward to sharing my growing passion later this semester.
Friday, February 26, 2010
Colloquium
I enjoyed attending my first colloquium at Kent State University earlier this week. The "job talk" given by the candidate provided an overview of her current research in middle school literacy classrooms and its implications for the future. As a member of the audience, I began envisioning myself in her place, perhaps in a few years. The most important aspect that I gained from my attendance was the realization that I have the desire and confidence to engage in these components of the interview process. I attribute this to my work in higher education for the past five years. My position and duties have steadily evolved at Baldwin-Wallace College, from teaching one night course a semester, to working full-time in the Division of Education. In addition to teaching literacy and teacher education courses, I spend many days presenting on various requirements of our undergraduate program, from freshman completing introductory field experiences, to student teaching orientation sessions, and cooperating teacher and college supervisor meetings. The unique audiences often require different presentation formats, and provide me the opportunity to discuss course requirements, strengths, and challenges across our educational program. These opportunities, along with professional presentations on my own research, should help sustain my comfort level with different audiences and interview formats.
Wednesday, February 17, 2010
Changing Our Minds
I continue to be intrigued by the various history of reading and writing articles and chapters that I have read in the past few weeks. As someone with an innate passion for reading, I do not think that I have given the art of writing equal justice. These readings have enabled me to learn the history of these two subjects and how the past has influenced current theory and practice. Changing Our Minds: Negotiating English and Literature provided the reader with a more thorough grasp of recitation literacy and decoding/analytic literacy, which differed in six distinct ways. "The first difference was that decoding/analytic literacy defined reading as decoding and analysis of parts and, thus, required students to be able to understand materials they had not seen or heard before, unlike recititation literacy, in which students were only required to read (or recite) the preannounced materials" (Myers, 1996, p. 86).
Decoding/analytic literacy also differed from its counterpart in the structure of school organization in which it was taught. The decentralized school system, supported by Stanford's first dean of education, Ellwood P. Cubberly, is a prime example of the emergence of the standardized management system, in which teachers were regarded as "supervised workers" and students were viewed as the "products of a school-factory system" (Myers, 1996, p. 87). 
Decoding/analytic literacy also differed from its counterpart in the structure of school organization in which it was taught. The decentralized school system, supported by Stanford's first dean of education, Ellwood P. Cubberly, is a prime example of the emergence of the standardized management system, in which teachers were regarded as "supervised workers" and students were viewed as the "products of a school-factory system" (Myers, 1996, p. 87).
Viewing pupils as products stifled students' learning and offered little to no choice in the classroom. I am once again reminded of the image and metaphor of the traditional school desk, whose construction has retarded the intellectual growth, as well as the spiritual growth of children for centuries. Montessori (2009, in The Curriculum Studies Reader, Flinders & Thornton, Eds.) expressed her concern regarding her research on scientific pedagogy, stating, "The principle of slavery still pervades pedagogy, and therefore, the same principle pervades the school. I need only give one proof-the stationary desks and chairs" (p. 28).
The design of the school desks and chairs may have evolved throughout the years, however, standardized testing and limited choice in curriculum materials has contributed to a lack of motivation and student choice in education . "It behooves us to think of what may happen to the spirit of the child who is condemned to grow in conditions so artificial that his vary bones may become deformed" (Montessori, 2009, in The Curriculum Studies Reader, Flinders & Thornton, Eds.) Recent research on the use of basal readers in the classroom, estimate that nearly 90% of elementary teachers use basal reading programs to teach literacy components. I intend to explore this area in depth, as I conduct research with Julie and Liz on reading selections in middle school basal reading series, and the effect these selections have on adolescent boys' motivation to read.
The design of the school desks and chairs may have evolved throughout the years, however, standardized testing and limited choice in curriculum materials has contributed to a lack of motivation and student choice in education . "It behooves us to think of what may happen to the spirit of the child who is condemned to grow in conditions so artificial that his vary bones may become deformed" (Montessori, 2009, in The Curriculum Studies Reader, Flinders & Thornton, Eds.) Recent research on the use of basal readers in the classroom, estimate that nearly 90% of elementary teachers use basal reading programs to teach literacy components. I intend to explore this area in depth, as I conduct research with Julie and Liz on reading selections in middle school basal reading series, and the effect these selections have on adolescent boys' motivation to read.
Thursday, February 11, 2010
Local Literacies
I have been intrigued by the ethnographic research by David Barton and Mary Hamilton in Local Literacies: Reading and Writing in One Community. Lancaster, or Lancashire, England, was the setting of this study in which various residents were interviewed in order to determine the local literacy practices that were present in the everyday lives of those who call Lancaster home. Four main individuals were followed throughout the study: Harry, Shirley, June, and Cliff. Each of them viewed literacy in a very different way.
HARRY...
SHIRLEY...
JUNE...
This concept brought to mind an article I recently read on document literacy. The research involved a sample of 472 adults from North Carolina. Each participant was asked to indicate on a visual scale his/her familiarity with 74 document elements (i.e. bar graphs, pie charts, address lists), as well as how frequently he/she used the element in daily life. Cohen & Snowden (2008) state that, "Document literacy is a core component of an individual's ability to function in modern society" (p. 9). Therefore, document literacy needs to be further addressed in classrooms and the creation of more user friendly documents needs to be considered.
Read more about this study:
Cohen, D.J. & Snowden, J.L. (2008). The relation between familiarity, frequency, and prevalence and document literacy performance among adult readers. Reading Research Quarterly, 43, 9-26.
CLIFF...
As educators, we must be cognizant of the influence that we have on our students each day. A misconstrued comment or action may affect a student more than we realize. This can result in lower levels of motivation and engagement in various subject areas, which he can note from Cliff's responses, can be easily carried into adulthood.
I am looking forward to the completion of Local Literacies and the themes and patterns that will emerge from the data.
HARRY...
"Harry appears to view the world as being divided between educated people and uneducated people. It seems to be his yardstick for talking about people, including himself" (Barton & Hamilton, 1998, p. 88).This quote made me reflect on the difference between schooling and education. This is a topic that is of focus during my first few classes of my Introduction to Teaching and Education course at the undergraduate level. Many students initially believe that the terms are synonymous. However, they soon realize that, "In contrast to education, schooling is a specific, formalized process, usually focused on the young, and whose general pattern traditionally has varied little from one setting to the next" (Ryan & Cooper, 2007, p. 26 in Those Who Can, Teach). In contrast, education is formal and informal learning that occurs on a daily basis. It is apparent that Harry views formal schooling as a true measure of a person. Perhaps, this is based on the fact that he was unable to attend a particular grammar school that he had gained admittance to due to financial circumstances. Harry has failed to realize that life experiences help educate an individual, in addition to the traditional educational setting.
SHIRLEY...
"Shirley's mother also has some writing difficulties, and Shirley has researched the possibility that there is an inherited tendency to dyslexia through several generations of her family, talking to her own parents and grandmother about their experiences of reading and writing. This is probably one of the reasons she was interested in taking part in the research project with us-a strong interest in reading and writing difficulties prompted by her son's experiences at school" (Barton & Hamilton, 1998, p. 102).The majority of us, prompted by doctors and medical research, make it a priority to learn our medical history. However, I wonder how many individuals investigate their literacy history? It would be quite interesting to discover the reading and writing habits of our families and the impact this has had on our literacy skills and preferences. Shirley is an advocate of her community and social change, thereby using her literacy skills in multiple ways. However, it is her son's struggles with literacy that seemed to compel her into further research and investigation. While reading about Shirley, I recalled a few of my teacher education candidates who entered the field of education based on their own child's struggles with literacy. One woman commented that after her son was identified with special needs, she knew she wanted to learn about various reading and writing strategies in order to help her own child succeed in the future.
JUNE...
"There is a sense in which literacy is not important to June. Nevertheless, literacy seems to be something she uses as it is needed in order to get things done. She does not go out of her way to do things with literacy and it does not particularly interest her. It arises in her daily life in an incidental way, when she draws on reading and writing in order to get things done; or she uses it to pass time, such as browsing in the bookshop by the bus stop" (Barton & Hamilton, 1998, p. 128).June's background clearly indicated that literacy was part of her everyday life and enabled her to complete the tasks needed to work, organize a household, and communicate with family and friends. Many adults equate literacy with reading and writing in scholarly formats, forgetting the many avenues in which reading and writing skills enable them to lead productive lives.
This concept brought to mind an article I recently read on document literacy. The research involved a sample of 472 adults from North Carolina. Each participant was asked to indicate on a visual scale his/her familiarity with 74 document elements (i.e. bar graphs, pie charts, address lists), as well as how frequently he/she used the element in daily life. Cohen & Snowden (2008) state that, "Document literacy is a core component of an individual's ability to function in modern society" (p. 9). Therefore, document literacy needs to be further addressed in classrooms and the creation of more user friendly documents needs to be considered.
Read more about this study:
Cohen, D.J. & Snowden, J.L. (2008). The relation between familiarity, frequency, and prevalence and document literacy performance among adult readers. Reading Research Quarterly, 43, 9-26.
CLIFF...
"Although he did not spontaneously talk a great deal about literacy, when we asked Cliff in a later interview about his theories of literacy and how people learn, he responded with stories about the cruelty of teachers at his school when he was learning to read. His observation about literacy was that associating reading with punishment did not encourage him to learn, and he thinks that children probably learn better nowadays because schools are more enjoyable places" (Barton & Hamilton, 1998, p. 136).Cliff's negative attitude towards reading was based on his past experiences as a student who was subjected to "cruel teachers". Therefore, he expressed a penchant for writing because it appealed to him and engaged him in an active way.
As educators, we must be cognizant of the influence that we have on our students each day. A misconstrued comment or action may affect a student more than we realize. This can result in lower levels of motivation and engagement in various subject areas, which he can note from Cliff's responses, can be easily carried into adulthood.
I am looking forward to the completion of Local Literacies and the themes and patterns that will emerge from the data.
The History of Writing
Cuneiform Writing
The History of Writing: View to learn more about the materials that were used as writing evolved in our world.
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