Reader Response in the Information Age
Kelvin Broad, Northern Arizona Univ., United States ; George Labercane, Univ. of Calgary, Canada
Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper reports an investigation into the use of web-based, interactive computer technologies in the achievement of curricular outcomes in reader response-based literature instruction. The primary purpose of the study was to explore the use of computers as tools for implementing classroom reader response instruction. Rosenblatt's (1978) Transactional Theory of the Literary Work and pedagogical approaches developed from this theory were used as the basis for developing and implementing computer-based literature exploration. The study used a network-based software application called Zebu as a venue for conducting reader response-based instructional initiatives. A portrait of fifth grade student's reading, writing and responding in computer environments is presented. The nature of students' responses is discussed and key characteristics of effective web-based reader response environments are outlined. Findings suggest that computer environments represent one venue where students can engage in collaborative conversations about literature.
Broad, K. & Labercane, G. (2001). Reader Response in the Information Age. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 2187-2192). Norfolk, VA: Association for the Advancement of Computing in Education (AACE).