Louise M. Rosenblatt

Bio: Louise M. Rosenblatt is an academic researcher from University of York. The author has contributed to research in topics: Reading (process) & Transactional analysis. The author has an hindex of 20, co-authored 36 publications receiving 7429 citations. Previous affiliations of Louise M. Rosenblatt include New York University.

The Reader, the Text, the Poem: The Transactional Theory of the Literary Work

Abstract: Louise M. Rosenblatt s award-winning work continues increasingly to be read in a wide range of academic fieldsliterary criticism, reading theory, aesthetics, composition, rhetoric, speech communication, and education. Her view of the reading transaction as a unique event involving reader and text at a particular time under particular circumstances rules out the dualistic emphasis of other theories on either the reader or the text as separate and static entities. The transactional concept accounts for the importance of factors such as gender, ethnicity, culture, and socioeconomic context. Essential reading for the specialist, this book is also well suited for courses in criticism, critical theory, rhetoric, and aesthetics.Starting from the same nonfoundationalist premises, Rosenblatt avoids the extreme relativism of postmodern theories derived mainly from Continental sources. A deep understanding of the pragmatism of Dewey, James, and Peirce and of key issues in the social sciences is the basis for a view of language and the reading process that recognizes the potentialities for alternative interpretations and at the same time provides a rationale for the responsible reading of texts.The book has been praised for its lucid explanation of the multidimensional character of the reading processevoking, interpreting, and evaluating the work. The nonliterary (efferent) and the literary (aesthetic) are shown not to be opposites but to represent a continuum of reading behaviors. The author amply illustrates her theoretical points with interpretations of varied texts. The epilogue carries further her critique of rival contemporary theories."

Literature as exploration

Abstract: Louise Rosenblatt's "Literature as Exploration" has influenced literary theorists and teachers of literature at all levels for six decades. Now reissued in an attractive trade edition, it features a new foreword by Wayne Booth, a new preface and retrospective chapter by the author, and an updated list of suggested readings.In "Literature as Exploration," Rosenblatt presents her unique theory of literature and focuses on the immense, often untapped, potential for the study and teaching of literature in a democratic society. The author's philosophy is frequently cited as the first presentation of reader-response theory, but she differs from her successors in emphasizing both the reader and the text. Her "transactional" theory of literature examines the reciprocal nature of the literary experience and explains why meaning is neither "in" the text nor "in" the reader. Each reading is "a particular event involving a particular reader and a particular text under particular circumstances." And teachers of literature, Rosenblatt argues, play a pivotal role in influencing how students perform in response to a text. Students, teachers, and scholars reading the book for the first time will be as enlightened and challenged by this classic work as earlier generations have been. The many readers of the previous editions of "Literature as Exploration" will want to own this special edition, with its larger format, elegant typography, and new supporting materials.

The Transactional Theory of Reading and Writing

Abstract: Recognizing the essential nature of reader and text, the transactional theory requires an underlying metaphor of organic activity and reciprocity. This chapter discusses the reading process first, then the writing process. It presents the problems of communication and validity of interpretation before considering implications for teaching and research. The chapter suggests some general considerations concerning research topics and theoretical and methodological pitfalls. The transactional model of reading, writing, and teaching that has been presented constitutes, in a sense, a body of hypotheses to be investigated. The transactional concept has profound implications for understanding language. Traditionally, language has been viewed as primarily a self-contained system or code, a set of arbitrary rules and conventions that is manipulated as a tool by speakers and writers or imprints itself on the minds of listeners and readers. The concepts of transaction, the transactional nature of language, and selective attention now can be applied to analysis of the reading process.

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

Abstract: Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Abstract: Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

The Rhetoric of Economics

Abstract: In this revised second edition, Deirdre McCloskey demonstrates how economic discourse employs metaphor, authority, symmetry and other rhetorical means of persuasion. ""The Rhetoric of Economics"" shows economists to be human persuaders and poets of the marketplace, even in their most technical and mathematical moods. It is further enhanced by three new chapters and two new bibliographies.

What Is Technological Pedagogical Content Knowledge

Abstract: This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman’s construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, illstructured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

Reading for Understanding: Toward an R&D Program in Reading Comprehension

Abstract: : This draft report from the Rand Reading Study Group (RRSG)1 formulates an initial proposal concerning the research issues that the community of reading researchers most urgently needs to address over the next 10-15 years. We encourage readers of this draft version to respond with feedback about our summary of the issues, the coherence of our model of reading comprehension, and our sketch of the research enterprise. Ultimately, this document may become the basis for more formal agenda setting. At this point it is an invitation to join a conversation about an area of great practical importance: reading development and reading instruction. The proposed research agenda builds upon a number of recent efforts to summarize the knowledge base in the field of reading. These efforts include the National Research Council report on Preventing Reading Difficulties in Young Children, the Report of the National Reading Panel, and the recently published edition of the Handbook of Reading Research. Given the availability of these and other older sources,2 the RRSG did not see the need to replicate recent efforts to synthesize the knowledge base concerning initial reading and its implications for instruction and assessment of the general population. Thus we argue that the primary challenge of improving reading performance in the early grades is now to incorporate research based knowledge systematically into teacher preparation and practice. We still have much to learn, however, about how children become good comprehenders, how to design and deliver instruction, and how to prevent comprehension failure.