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Situating Readers: Students Making Meaning of Literature

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Author(s): Harold A. Vine Jr., Mark A. Faust

Vine and Faust encourage literature teachers at the high school and college level to empower their students as readers—and meaning-makers—of literature.

ISBN/ISSN: 0-8141-4476-4

Stock No.: 44764

Description

Using an approach they developed and refined over their combined forty-four years of teaching, Vine and Faust encourage literature teachers at the high school and college level to empower their students as readers—and meaning-makers—of literature.

Gone is the one critically approved interpretation of each work of literature. Instead, student readers make their own meaning from the text, according to their own particular background and experience. The authors—influenced by reader-response-oriented theorists, especially Louise Rosenblatt—undertook a research study in which nearly 300 students, ranging from junior high school to graduate school, responded in writing to the same eighteen-line poem. Students read the poem and recorded their observations and thoughts three times; then they commented in writing about how they prepared their responses.

Vine and Faust present in full the writings on the poem prepared by a dozen of these students and then examine, in lively dialogues, the students' different approaches to accounting for the general situation of the poem, the particular situation, and the various voices that the students heard in the poem. Later chapters focus on what empowers and disempowers student meaning making, and how teachers can empower readers in their classrooms.
157 pp. 1993. Grades 6–College. ISBN 0-8141-4476-4.
No. 44764

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