Reader-response Theory Research Articles

Expanding reader-response: tracing emergence, nested ontology, and affect across playful activities

ABSTRACT This article examines how youths and adults make meaning across three play-based contexts: digital roleplaying, cosplaying, and improvisational theatre. Thinking with reader-response theory and employing methods of nexus analysis, we examine how the latter three cases illuminate new ways of understanding and engaging with play-based texts. As a result, we forward three principles of play-based response that expand traditional notions of reading. Our findings support researchers and practitioners by offering new invitations to engage youth learning through play-based texts.

Comparative Studies of the Oral and Literary Culture in the First Century and Its Implications for African Christianity Today

This study explores the interplay between oral and literary traditions in early Christianity and contemporary African Christian practices. While early Christian communities relied heavily on oral traditions, the transition to written texts significantly shaped the formation of Christian theology and scripture. However, contemporary African Christianity continues to preserve oral traditions, particularly in worship and evangelism. By comparing these two contexts, the study highlights how Reader-Response Theory helps bridge historical and modern interpretive practices. Methodologically, the study employs textual analysis of early Christian writings and fieldwork observations of African Christian communities. Key findings show that oral traditions remain crucial for biblical engagement and theological discourse in low-literacy settings. The study recommends incorporating oral traditions into African Christian theological education to enhance faith practice.

Can We Still Say “We”? Manuel Puig and the Question of Readership in the Global Age

Abstract What kinds of collectivities might come into being in literature in an age of diverse global readership? This question, pressing for twenty-first-century reevaluations of comparative literature, is not new to Latin American literature and its criticism. This article takes Manuel Puig’s 1980 novel Maldición eterna a quien lea estas páginas as an example of a text that engages in debates of its moment, including reader-response theory and Latin American testimonio, while also looking over their horizons to anticipate the ways the collective “we” of literary studies would be thrown into question in the decades to come. Though the novel, which was written during Puig’s exile in New York and anticipates a metropolitan readership, condemns its reader from the outset to read badly (incompetently, extractively, parasitically), it also suggests that there is ethical value in staying with the textual encounter in which meaning, power, and relation are negotiated. Miscommunication, distortion, and projection may be inevitable when continuity in culture, language, and life experience cannot be assumed between writer, characters, and readers, but Puig’s novel affirms that the creative collaboration (however conflictive) that takes place in the act of reading is what gives rise to new ways of saying “we.”

Ecocriticism and Environmental Awareness in Modern Poetry in Africa

Purpose: The aim of the study was to assess the ecocriticism and environmental awareness in modern poetry in Africa. Materials and Methods: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study found that poetry aims to raise environmental awareness by depicting the beauty of natural landscapes and the destructive impact of human activity. Ecocritical poetry often incorporates imagery and symbolism that evoke a sense of urgency regarding climate change, pollution, and conservation efforts. By intertwining aesthetic appreciation with ecological consciousness, modern poets not only reflect the environmental crises of our time but also inspire readers to contemplate and engage with ecological issues. This growing trend underscores the vital role of literature in fostering a deeper understanding and appreciation of the natural world, thereby contributing to a broader cultural movement towards environmental sustainability. Implications to Theory, Practice and Policy: Ecocritical theory, cultural ecology theory and reader-response theory may be used to anchor future studies on assessing the ecocriticism and environmental awareness in modern poetry in Africa. In practice, promoting ecocritical poetry involves integrating it into educational curricula and public discourse. Advocating for ecocritical poetry in policy involves influencing cultural and media practices to amplify environmental voices and perspectives.

Teaching Poetry: What is Taught and What Should be Taught? Case Study of Secondary Schools Offering Literature in English at the Advanced Level in Rwanda

Teaching poetry as a literary genre has been a research topic of interest worldwide. However, the gap is observed in teaching poetry in secondary schools in Rwanda, where students are not given the quantity and quality of knowledge and skills they deserve. This descriptive study investigated poetry teaching practices and examined whether teachers are teaching what they should be teaching to equip students with critical thinking, analysis, and language skills. Adopting the descriptive research design and the mixed method approach, the study is built around three objectives: to explore how poetry is taught to students doing literature in English at the advanced level of secondary schools; to investigate the aspects of poetry that are often taught and those that are not; and to assess the challenges that teachers of literature in English face while teaching poetry. The study is guided by New Criticism Theory, Multimodality Approach, and Reader Response Theory. It used both quantitative and qualitative methods. Questionnaires and interviews were used to collect data from 22 teachers of literature in English selected purposefully from 16 schools that offer literature in English as a main subject at the Advanced Level. The study findings revealed that students are highly at risk as teachers of this subject exhibited poor competence in teaching and analysing poetry. Besides, some teachers don’t give poetry a focus, and others don’t teach it at all. The issue becomes more acute when one considers the general lack of adequate resources. The study recommends the University of Rwanda, the College of Education, REB, and their partners set policies for increasing teachers’ competences in the field of literature in general and teaching poetry in particular. Individual teachers of literature in English should feel confident while handling poetry as a literary genre. If an issue arises, instead of simply leaving out the topic, let them consult their colleagues in the nearby schools for a common understanding.

Using Companion Texts to Widen Student Perspective Across the Curriculum

This article is based on an unexpected experience between a grandfather (William Bintz, the first author) and his six-year-old granddaughter. This experience sparked a collaborative inquiry project that explored companion texts as a new way to develop paired texts. The purpose of this article is to share examples of companion texts and instructional strategies to use across the curriculum. We begin by describing four theoretical frameworks underpinning the notion of companion texts. These include the concept of paired text, the benefits of paired text, the process of intertextuality, and reader response theory. Next, we describe companion texts as a new way to pair texts and include a rationale for the development and use of companion texts across the curriculum. Then, we share samples of instructional strategies that teachers can use with companion texts to widen student perspectives and enrich knowledge across the curriculum. We end with concluding thoughts.

Relationship between Setting Description and Immersion in Fiction in Algeria

Purpose: The aim of the study was to assess the relationship between setting description and immersion in fiction in Algeria. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study found that vivid and detailed depictions of settings significantly enhance reader immersion. The Study have shown that richly described settings contribute to a more immersive reading experience by allowing readers to mentally visualize and emotionally connect with the story world. Moreover, descriptive passages that engage multiple senses, such as sight, sound, smell, and texture, have been found to deepen immersion by creating a more sensory-rich environment. Additionally, the effectiveness of setting description in fostering immersion seems to be influenced by factors such as reader preferences, genre conventions, and the narrative context. Overall, the findings highlight the importance of thoughtful and evocative setting descriptions in enhancing reader engagement and immersion in fictional narratives. Implications to Theory, Practice and Policy: Schema theory, transportation theory and reader-response theory may be used to anchor future studies on assessing the relationship between setting description and immersion in fiction in Algeria. In terms of practical implications, findings from research on setting description and immersion can inform authors, educators, and practitioners in the fields of literature, media, and education. From a policy perspective, research on setting description and immersion in fiction can inform initiatives aimed at promoting literacy, cultural diversity, and media literacy.

Effects of Authorial Voice on Literary Reception in the United States

Purpose: The aim of the study was to assess the effects of authorial voice on literary reception in the United States. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study indicate that the tone, style, and perspective of the author can shape readers' interpretations and emotional responses to a text. For example, a confident and authoritative voice may engender trust and engagement, while a more experimental or ambiguous voice might provoke curiosity and critical reflection. Furthermore, readers' familiarity with an author's voice, whether through previous works or cultural reputation, can impact their expectations and predispositions towards new material. Implications to Theory, Practice and Policy: Reader-response theory, narrative theory and reception theory may be used to anchor future studies on assessing effects of authorial voice on literary reception in the United States. Encourage authors to actively engage with readers to solicit feedback on narrative voice choices and their impact on reader interpretation and enjoyment of literary works. Advocate for policies and initiatives that promote diversity and inclusion in literature, ensuring that marginalized voices and perspectives are represented and celebrated in the literary landscape.

Role of Symbolism in Reader Understanding and Interpretation in Nigeria

Purpose: The aim of the study was to assess the role of symbolism in reader understanding and interpretation in Nigeria. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The role of symbolism in reader understanding and interpretation is profound, as symbols serve as powerful tools for conveying deeper meanings and themes within literary works. Through symbolism, authors imbue objects, characters, and events with additional layers of significance, allowing readers to engage with the text on multiple levels. Symbolism facilitates the exploration of complex ideas, emotions, and societal issues, often transcending language barriers and resonating with diverse audiences. Moreover, it encourages readers to actively participate in the interpretation process, fostering personal connections and insights that enrich their reading experiences. Consequently, the study of symbolism underscores its crucial role in shaping reader comprehension and interpretation, highlighting its capacity to evoke profound reflections on the human condition and the world around us. Implications to Theory, Practice and Policy: Reader-response theory, semiotic theory and cognitive theory of metaphor may be used to anchor future studies on assessing the role of symbolism in reader understanding and interpretation in Nigeria. Educators should implement evidence-based instructional strategies for teaching symbolism in educational settings, including guided discussion, close reading, and scaffolded instruction. Educational policymakers should consider integrating symbolism into curriculum standards and assessments to ensure that students develop symbolic literacy skills alongside other critical reading competencies.

Impact of Narrative Structure on Reader Interpretation in South Africa

Purpose: The aim of the study was to assess the impact of narrative structure on reader interpretation in South Africa. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Narrative structure profoundly influences how readers interpret a story. Linear narratives, with a clear beginning, middle, and end, tend to guide readers through a predictable trajectory, offering a sense of closure and coherence. In contrast, nonlinear structures challenge readers by presenting events out of chronological order or through multiple perspectives, inviting them to actively piece together the story's meaning. The study suggest that while linear narratives may be more accessible and easier to follow, nonlinear structures often provoke deeper engagement and critical thinking, as readers grapple with the complexities of fragmented timelines and shifting perspectives. Additionally, the emotional impact of a narrative can vary depending on its structure, with nonlinear narratives often evoking heightened suspense and intrigue. Implications to Theory, Practice and Policy: Reader-response theory, cognitive literary theory and narratology may be used to anchor future studies on assessing the impact of narrative structure on reader interpretation in South Africa. Practical recommendations involve applying research findings to inform the creation, analysis, and teaching of literature. Policy recommendations entail advocating for initiatives that promote diverse and inclusive narratives and support research in literature and reader engagement.

The Myth of Male Dominated Patriarchal Tyranny in Society from “The Storm by Mcknight Malmar” Short Story

The world is too complex to explain and deconstruct without a thorough objective, fair, and deep research. Simplification of meaning becomes the alternative to thorough research. Something would be easier to understand if people could make the meaning simple. It is easier to understand if a case that involve a man as a perpetrator and especially the woman as a victim is a case of patriarchy. But there are many factors to be considered in order to judge a problematical case. This is the case for the short story Storm by Mcknight Malmar, the story suggest that it was liberating for female to given up and left to seek a better love. It is a good solution if the lover or in this case the husband is an evil person with evil personality. This study uses a descriptive qualitative method analysis to deconstruct the myth of male dominated patriarchal tyranny in the story. Using the reader-response theory can be usefully integrated with narrative psychology by situating personal narratives at the top of an individual’s knowledge hierarchy. Keywords: Patriarchy, Male, Female, Tyranny, Simplification

Responding to representations of fatphobia in prose and comics

PurposeThe purpose of this paper is to explore teacher candidates’ response to young adult literature (prose and comics) featuring fat identified protagonists. The paper considers the textual and embodied resources readers use and reject when imagining and interpreting a character’s body. This paper explores how readers’ meaning making was influenced when reading prose versus comics. This paper adds to a corpus of scholarship about the relationships between young adult literature, comics, bodies and reader response theory.Design/methodology/approachAt the time of the study, participants were enrolled in a teacher education program at a Midwestern University, meeting monthly for a voluntary book club dedicated to reading and discussing young adult literature. To examine readers’ responses to comics and prose featuring fat-identified protagonists, the author used descriptive qualitative methodologies to conduct a thematic analysis of meeting transcripts, written participant reflections and researcher memos. Analysis was grounded in theories of reader response, critical fat studies and multimodality.FindingsAnalyses indicated many readers reject textual clues indicating a character’s body size and weight were different from their own. Readers read their bodies into the stories, regarding them as self-help narratives instead of radical counternarratives. Some readers were not able to read against their assumptions of thinness (and whiteness) until prompted by the researcher and other participants.Originality/valueAlthough many reader response scholars have demonstrated readers’ tendencies toward personal identification in the face of racial and class differences, there is less research regarding classroom practices around the entanglement of physical bodies, body image and texts. Analyzing reader’s responses to the constructions of fat bodies in prose versus comics may help English Language Arts (ELA) educators and students identify and deconstruct ideologies of thin-thinking and fatphobia. This study, which demonstrates thin readers’ tendencies to overidentify with protagonists, suggests ELA classrooms might encourage readers to engage in critical literacies that support them in reading both with and against their identities.

Reading Moroccan fiction in the digital age: Abdelouahed Stittou’s novel Zohra Liza as a case study

ABSTRACT This article explores twenty-first Century Moroccan fiction with a focus on the novels published on social media. By analysing Abdelouahed Stittou’s first Arabic Facebook novel, Zohra Liza, as a case study, I highlight the impact of digital technologies, namely social media platforms, on the contemporary North African novel. On the one hand, I suggest that using Facebook as a medium for publishing Zohra Liza profoundly redefined the roles of the author, Abdelouahed Stittou, who had to adjust to the new reading habits of social media users.In this respect, I contend that this shift in the author/ reader dynamics began with reader response theory, but it came to greater prominence with the advent of digital literature. On the other hand, following Brian T. Edwards (2016), I suggest that the massive circulation of global cultural products, such as Hollywood movies, in the digital age provided a vast representational repertoire for Stittou from which he creatively drew while writing Zohra Liza. To be precise, Hollywood cinema, which is one of the fastest circulating cultural forms globally, found its way into the representational repertoire of Stittou and he creatively incorporates a number of Hollywood films into the fabric of his novel.

Enhancing Reading Skills in an Academic Library: A Case Study of a Reading Groups

The paper investigated how Reading Groups in Academic Libraries can contribute to increasing library users' interaction with literature and improving language skills. A case study was conducted with the inclusion of creative writing exercises in a reading group. This initiative took place during the winter semester of the 2022-2023 academic year and involved Library Science students at a Greek University. The focus of the reading community was Franz Kafka's The Metamorphosis, targeting 12 students who had completed the Literature course of the 5th semester and volunteered to participate. The meetings were conducted within the Academic Library environment, aiming to familiarise participants with significant works of World Literature. Educational methodologies were employed based on reader-response theories, particularly Rosenblatt's Transactional Model, to underscore the creative engagement inherent in contemporary readers' interpretation of literary texts. After the conclusion of the program, students were asked to share their thoughts and experiences through open-ended questionnaires. The purpose was to evaluate how participation in reading groups at the library helped improve their language and reading skills, as well as sparked a deeper interest in exploring classic literature further. It was found that the reading group in Academic Libraries played a significant role in cultivating reading and language skills to students, as well as changing their attitudes towards literature. This paper filled a notable gap in the literature, particularly within the Greek context, regarding the role of reading groups in Academic Libraries as a means of bolstering students' reading capabilities.

The Futility of Waiting: A Receptionist Study of Tanure Ojaide’s “Waiting” and Isidore Diala’s “Waiting”

This paper uses the Reader-response theory to investigate the futility of waiting as explored in “Waiting” by the two poets in their The Lure of Ash and The Beauty I Have Seen, respectively. It is a coincidence for two poets to pointedly dwell on the same title and subject matter. Isidore Diala and Tanure Ojaide are both second-generation Nigerian poets who witnessed the beginning of the fall of the Nigerian dream. The methodology used is qualitative as excerpts of the key poems and relevant works are cited and analyzed. The work is essentially literary as relevant aspects of literary criticism are deployed to buttress aspects of the paper. The findings of the study are hinged on the fact that the two poets of Ojaide and Diala coincidentally explore the metaphor of “waiting” in their poems of the same title to denounce the political inequalities in their country. The political class is presented as a set of hegemonists who exploit and subjugate the people. The two poems are revolutionary because of the revelation that waiting is futile, and is of the colour of ash. Indeed, waiting is ash, and ash is waiting, a pun stylistically deployed by Diala in his “Waiting.”

Reader Response Theory and Literature Teaching in the 21st Century

Reader Response Theory and Literature Teaching in the 21st Century

Colour Symbolism and Size: A Semiotic - Stylistic Critique of Visual Language in Mqapheli Mngadi`s editorial Cartoons

The seems to be less research that has been done on the significance of visual language in South African cartoons so far. As an attempt to bridge this gap, the aim of this research article is to investigate the literary significance of colour and size as visual language features in Mqapheli Mngadi’s South African editorial cartoons. The study is done literary through ‘semiotic – stylistics’ to interpret the ‘visuo – textually’ examined data. The reader response theory is also adopted to aid the analysis. The findings of the study demonstrate that colour and size are used as one of the narrative techniques in Mqapheli Mngadi’s selected cartoons. These features play a significant stylistic role in assisting the cartoonist to express his ideas. While colour is used figuratively or symbolically to present hidden ideas, size is used to depict the socio – political and socio – economic power relations.

The Joker Unmasked: A Literary Psychoanalytic Study

Psychoanalysis primarily concerns itself with literature through the representation of the conscious and unconscious minds of characters within storylines. Sigmund Freud’s theories are often reflected in literary works, using concepts such as the pleasure principle associated with the id, the reality principle linked to the ego, castration anxiety, and defense mechanisms. Other literary theories, like reader-response theory, focus on how texts are read and interpreted by readers. Norman N. Holland suggests that understanding a literary work involves not only reading the text but also considering the author’s biography, if known, to grasp how they create their masterpieces. Literary psychoanalysis explores the psychological and emotional aspects the author embeds in their works. Even though many authors are remarkably discreet about their past, their experiences may surface through recurring themes or phrases in their writings. Joker is a film released in 2019, directed by Todd Phillips and starring Joaquin Phoenix, who won the Academy Award for Best Actor for his role. This paper conducts a psychoanalytic study of the character Joker, whose real name is Arthur Fleck. Arthur is a stand-up comedian aspiring to be the world’s most famous comedian, despite suffering from a medical condition that causes sudden and uncontrollable laughter, compounded by traumatic events in his childhood.

Engaging with Engagement: Interrogating Preservice Teachers’ Theories of Engagement in Their Literacy Planning and Reflection

ABSTRACT The term engagement is widely used in teacher education and professional development. There is, however, a lack of consensus about the meaning of this term: it is defined in numerous ways with various theoretical underpinnings. This article employs a postqualitative approach to explore conceptualizations of engagement and their implications for teaching and learning. Specifically, we examine written teaching reflections from one cohort of preservice teachers, asking: 1) How did preservice teachers use the word “engage(ment)” in their planning for and analysis of one-on-one literacy instructional events? and 2) What conceptualizations of engagement did these usages reflect? Through the analytic approach of thinking with theory, we plug these data into four theoretical perspectives that are relevant to preservice teachers’ talk about engagement: 1) First Generation Activity Theory, 2) Reader Response Theory, 3) Self-Determination Theory, and 4) Inter-Comprehension Theory. We explore how each perspective illuminated our data, as well as questions that emerged. We conclude by (re)imagining engagement through a languaging relations perspective, arguing that this lens shifts toward a more humanizing conceptualization of engagement by centering the ongoing (re)making of relationships as people teach and learn.

What Are You Going Through?

Jöns Mellgren’s Sigrid och natten (Sigrid and the Night, 2013), is a tale of grief and post-traumatic stress, but also – and more importantly – a tale of care and healing. The article’s aim is to show how the book offers narrative-visual access to social emotions (such as love and grief) and mental states (such as depression), which are usually not yet accessible to a young audience through their own experience. These social emotions and mental states are made tangible in different ways through the multimediality and materiality of the picturebook, and by the particular dialogical reading situation that the picturebook warrants. Picturebooks are consequently understood as part of visual literacy training and, explicitly in this context, of the acquiring of “emotional literacy” (Nikolajeva, “Emotions in Picturebooks” 114). The article argues that Sigrid och natten provides a training ground for visual and, in particular, emotional literacy. Three leitmotifs are examined in Sigrid och natten, namely lighthouses, colors, and hands, and one particular question is used as an analytical tool: “what are you going through?” (Ruddick, “Maternal Thinking” 596). The theme of mothering is connected to the hand and the lighthouse in particular. Regarded in a larger context of practices of care, a form of mothering takes place, for instance, in the reading situation (the reading aloud) of the book by caretakers/readers. The concept of visual literacy is influenced by Walter Benjamin’s theory on picturebooks, while cognitive criticism, reader-response theory, and a material and visual studies approach provide the theoretical framework for the reading of Mellgren’s picturebook.