Chasing the shadow: A heuristic look at reader-response.

Abstract

What is the experience of reader-response from the learner's and teachers' perspectives? The purpose of the research reported here was to explore the students' and teachers' perspectives regarding literature and the reader-response experience adding their voices to the English/language arts debate. Findings suggest the existence of a concrete manifestation of the reader-response experience, the necessity of authenticity and relatedness while reading and the desire to transfer knowledge acquired to others. While elements of the reader-response experience may be extracted from student depictions, this research shows that the environment in the English/language arts classroom is foundational to an extreme reader-response experience. Authenticity and relatedness alone will not offer a deep connection with the prose in the absence of a personal connection with the people in the environment in which the reader-response exploration takes place. An environment of nurtured acceptance and respect is foundational in cultivating a connected classroom reader-response experience. Student and teacher perspectives are determined here by utilizing the Moustakas (1990) six-stage heuristic research design: initial engagement, immersion, incubation, illumination, explication, and creative synthesis. Student perspectives are determined through in-depth analysis of student responses to writing prompts, transcribed interview discussion, and observations of student discussions. Teacher perspectives are determined through in-depth analysis of teacher observations, interactions, and dialogue.