Artificial intelligence (AI), particularly deep learning (DL), is transforming the field of medical imaging and holds substantial promise for advancing breast cancer screening. This narrative review explores current and emerging AI applications in mammography screening, including image-based cancer detection, risk prediction, and workflow optimization, with attention to technical foundations, performance metrics, and clinical utility. Evidence indicates that AI may enhance diagnostic accuracy, enable more personalized risk assessment and screening strategies, and reduce radiologist workload, which has implications for accessibility, especially in resource-limited settings with radiologist shortages. However, real-world implementation of these tools remains challenging due to limitations in algorithm generalizability to diverse populations, calibration and reader response behavior concerns, as well as regulatory, ethical and legal obstacles. While the potential impact is considerable, broader adoption will depend on prospective validation, transparent performance reporting, and strong governance mechanisms to maintain safety, equity, and public trust.

This study represents an initial effort to integrate Visual Grammar analysis of book covers with an eye-tracking study of 65 Chinese viewers’ perceptions of 10 covers. While Visual Grammar usefully systematizes meaning-making resources in multimodal texts, there remains a lack of empirical evidence to support the accuracy of semiotic analysis in predicting reader responses. Drawing on eye-tracking and supplementary questionnaire data, this study tests the predictive capabilities of nine semiotic predictors, based on the two compositional systems of position and salience, for viewers’ visual processing and perceptions of book covers which combine several semiotic modes to inform and engage potential buyers. It reveals that font style and a centre-margin processing sequence are the most reliable predictors, followed by a top–bottom sequence. However, no dominant left–right or right–left sequence emerges on covers featuring vertical orthography. Furthermore, the accuracy of these predictions is moderated by the hierarchies created by position and salience, and readers’ top-down assessments. These findings reflect a complex interplay between bottom-up (compositional variables) and top-down factors (goal and attraction) in guiding readers, highlighting the need to complement semiotic analysis with more reception and experimental studies in visual communication.

In her essay “Mr. Bennett and Mrs. Brown”, Virginia Woolf recognises the pivotal role of the reader 40 years before Reader Response Theory came around, as she argues that reader and writer should see themselves as equals in the creation of a book (Woolf 1924: 23). In this article, we investigate how writing and reading together weave intertextual webs. Although Barthes’ wide sense of intertext informs many of this paper’s claims, we will focus mainly on a phenomenon of intense intertextuality: adaptation. More specifically, we will analyse writers and readers as character typologies in a miniature intertextual web: Virginia Woolf’s own Mrs Dalloway, Michael Cunningham’s novel The Hours, and the film The Hours, directed by Stephen Daldry. We chose these three texts, because the processes at play in adaptation are mirrored by an intensified preoccupation with readers and writers when it comes to the content proper. This is a methodological artifice meant to instrumentalize metatextual phenomena to shed light on how one should approach texts themselves. Finally, we decided to include in our analysis the film adaptation as well, even though it does not deviate greatly from its hypotext, because the specificity of the medium does in fact reveal insights and demands theoretical repositioning in regard to our analysis of reading and writing.

With the growing capabilities of advanced language models, artificial intelligence (AI) is increasingly contributing to storytelling, raising questions about narrative coherence, emotional resonance, and the impact of authorship disclosure. The research explores how readers engage with and perceive AI-generated narratives in the evolving landscape of digital literature. It examines six key factors: Narrative Coherence (NC), Emotional Resonance (ER), Disclosure of AI Authorship (DAI), Reader Engagement (RE), Narrative Preference (NP), and Narrative Genre Preference (NGP) through a structured survey of 500 participants using a five-point Likert scale. The research has used the SPSS-29 and considers statistical methods like ANOVA, Chi-Square tests, and descriptive statistics. Hypothetical pathway analysis was employed to evaluate reader responses and identify significant patterns. Findings reveal that NC and ER positively influence RE, while DAI negatively affects NP. Among all hypotheses tested, the most significant was H5, demonstrating that reader engagement strongly enhances narrative preference (β = 0.47, p = 0.000). ANOVA results confirmed meaningful engagement differences across demographic groups (F = 4.73, p = 0.003), and Chi-Square tests indicated significant associations for all six variables, especially DAI (χ² = 15.87, p = 0.0001). Descriptive statistics highlighted high overall scores for NC and RE, and mixed responses for DAI. These results emphasize the importance of emotional and structural quality in AI storytelling and illustrates reader sensitivity to machine authorship. The research contributes to the understanding of AI's role in narrative creation and offers a data-driven framework for designing engaging, emotionally compelling, and contextually aware AI-generated literature.

Thinking is greatly valued across many educational contexts and in Malaysia, the development of critical thinking, reasoning, creative thinking, and innovative thinking is strongly featured in the Malaysian Education Blueprint (MEB). While there is a prominent focus on the development of thinking skills within the blueprint, thinking skills are rather weakly embedded in classroom practice, particularly in the teaching of literature in English. It is within this context that we call for the integration of Visible Thinking (VT) Routines through a reader response informed approach to the teaching of literature in English. We believe that utilising VT Routines can enhance critical engagement with literary texts and promote deep learning experiences for students. In this conceptual paper, we present how selected VT Routines can be used to support the development of two important dimensions of a reader response approach which are: (a) transacting with texts; and (b) developing criticality. We provide specific examples of how these routines can be used and illustrate what learning gains may be expected. By using VT Routines, English language teachers are provided with a systematic way to engage with a reader response approach to teaching literature in English. By using structures, routines, probing questions, and documentation, English language teachers can create opportunities for students to transact with texts and to develop criticality. Students’ thinking is made more visible and this inadvertently leads to better thinking and learning experiences for students.

Talking about mental illness is an unavoidable discussion with contemporary youth. They share about it through various short stories, novels, and memoirs. There is a vast branch of literature that has been developed, known as Genz literature. One of the works written is Matt Haig’s Reasons to Stay Alive. It is an account of the author’s personal experience, which recollects the approaches that were helpful in dealing with depression and panic attacks. It provides a deep exploration that will be of greater value for those dealing with such issues. This paper focuses on analysing the memoir from a reader response theory of how the memoir connects with the reader, creating multiple interpretations, encouraging the readers to reflect upon their own experiences and emotions.

This paper examines how different translation strategies affect a reader's understanding of Partition trauma in Manto's Afsanas, Thanda Gosht, Khol Do, and Toba Tek Singh. In his original Urdu narratives, Manto uses stark realism, narrative restraint, and so-called 'the silence' of partition, all of which communicate the psychological violence of the partition. In translation, Manto's effects are changed due to the translator's linguistic and cultural choices, which affect the reader's engagement with the trauma. Steering a path of intersection between translation studies and reader response theory, this paper is positioned within the framework of domestication, foreignization, explication, and omission concerning the source and target texts. The study shows that although some strategies enhance readership in the target texts, they also paradoxically diminish Manto's shock value, cultural ambiguity, and moral perplexity. The study argues that for Manto, the act of translation is beyond a mere transfer of meaning; it is a process of re-visioning which alters, in a significant way, the reader's ethical and emotive engagement with the trauma.

Abstract Dark Academia emerged as both an aesthetic and a defined literary category in the early 2000s. At its core lies an invitation to participate in a fantasy of scholarly life. For some practitioners, this fantasy provides solace and belonging amid academic struggles; for others, it offers a framework for critiquing systemic inequalities. This paper analyses the transformation of Dark Academia from an online aesthetic to a literary genre and marketing phenomenon. It draws on Beth Driscoll, Kim Wilkins, and Lisa Fletcher’s genre world framework to examine how industrial marketing priorities, reader desires for academic immersion, and authorial intent interact. The paper considers the implications of a genre world’s industrial, social, and textual constituents operating at cross purposes. It examines R. F. Kuang’s Babel (Kuang, R. F. 2022. Babel: Or the Necessity of Violence . London: Harper Voyager) in order to highlight the disconnect between the novel’s narrative critique of elite academic spaces and its marketplace classification as Dark Academia. The case of Babel ’s reception reveals how commercial categorization can overshadow narrative content, exposing conflicts within the genre world. To investigate these dynamics, this paper conducts a netnography of high-engagement Instagram posts tagged #Babel and #darkacademia and Goodreads reviews of Babel . The results show reader responses and aesthetic framings that reinforce visual tropes at the expense of the novel’s narrative priorities. These findings demonstrate how internet algorithms shape literary analysis, influence community practices, and affect a contemporary novel’s reception.

Aftermath of Second World War a wave of national independent movement started against British colonialism in the world politics. Different political uprisings and movements broke out in different Asian and African countries. This study scrutinizes Orwell's autobiographical essay Shooting an Elephant along with the theoretical tool of Reader Response theory representing colonial mentality of imperial rule. Orwell fails to comprehend the positive response of Burmese native people despite his anti-colonial view against British Raj in Burma. Reader cannot notice any unbiased perception of Burmese people as he goes through the text. The narrator presents a wrong impression about the Burmese people as he describes them as nasty creatures, people of crowed and scornful faces minimizing their anthropological and separate identities.

The merging of the traditions and novelty in the later works of literature is the convergence of realism and experimental narratives. Where realism has its goals and aims on the true representations of society, the experimental narratives disrupt the norms by their disjointed structures and unreliable narrators. This paper will explore how modern writers have combined these styles to affect the narrative framework, theme development, and the reader response. Using the selected works by Margaret Atwood, David Mitchell, and Salman Rushdie, a qualitative and comparative study was carried out. Moreover, the research will entail an element of a survey to get insights into the perception of respondents about these hybrid techniques. The experiment involved the examination of 36 experimental occurrences in three major texts. A Chi-Square test was utilized in order to identify the importance of the correlation between certain experimental methods involving non-linear timelines, untrustworthy narrators, fragmented narratives, and magical realism and the chosen literary texts. The critical value was determined to be 12.592 at the computed level of freedom (df = 6) and level of significance (0.05). The effect of these techniques on the reader's authenticity and social representation was measured using survey data. Realism and experimentation blend to produce new narrative forms to enhance the exploration of themes and stimulate the involvement of the reader.

From Reading a Text to Becoming the Text: Towards Deeper Engagement in Philippine Literature through Reader Response–Subjective Interpretation in a Tertiary Context

This study investigates the effectiveness of the Intellectual Diary (ID) strategy in enhancing EFL students' Reader Response Competence during the reading of Ernest Hemingway’s novella, The Old Man and the Sea. Grounded in Rosenblatt's (1978) transactional theory, the study addresses the challenge of passive reading by implementing the ID as a structured reflective tool. This qualitative descriptive research involved 28 undergraduate students from an Indonesian state university. Data were collected from 112 Intellectual Diary entries, supplemented by interviews and field notes, and analyzed using thematic analysis. The analysis focused on four dimensions of response: interpretative depth, emotional engagement, critical inquiry, and personal reflection. Findings revealed a substantial improvement across all four dimensions, with high overall mean scores (2.75 to 4.00). The ID successfully fostered deeper symbolic understanding (interpretative depth) and significantly enhanced students' personal connection and empathy for Santiago's struggle (emotional engagement and personal reflection). Furthermore, reflective writing encouraged a more critical and questioning stance toward the text. In conclusion, the Intellectual Diary is an effective and theoretically sound pedagogical strategy for transforming reading into an active, transformative process. Its use is strongly recommended for EFL literature classrooms aiming to cultivate reflective, analytical, and emotionally engaged readers.

This study aimed to propose a model for assessing the quality of English-to-Arabic literary translations, addressing significant limitations in existing translation quality assessment (TQA) models (e.g. House, 1997, 2015; Nord, 2001; Reiss, 2000). In response to limitations reported in the literature, the proposed model attempts to fill this gap in that it is more comprehensive as it covers 4 micro and 4 macro criteria, and an overall criterion “meaning accuracy”, which can be assessed by a 5-point scale to produce objective translation assessment. It was subjected to validity and practicality verification by a panel of 12 experts in translation studies, and was applied to some selected translated excerpts from The Bluest Eye (1970) and Beloved (1987). The study results revealed that there was a consensus of 88.8% among the validators, which is considered high as reported in the literature related to the Delphi method. Further, the application of the model to the selected excerpts revealed that the model can advance TQA by providing subtilty criteria that ensure both linguistic fidelity and literary integrity to assess translation quality. The inclusion of quantitative assessment to the model by involving inter-rater reliability and reader response might also yield objective translation assessment.

This study examines how Chinese female consumers interpret portrayals of male celebrities in gynocentric beauty advertising, contributing to research on femvertising and inclusive advertising. Drawing on reader response theory, audience reception theory, and feminist literary criticism, it explores how male objectification is decoded in a marketplace shaped by postfeminist consumer culture and authoritarian cultural governance. Findings reveal that empowerment in Chinese femvertising is profoundly ambivalent. Women derive agency, pleasure, and moral affirmation through their readings, yet these responses are entangled with patriarchal expectations and state-endorsed gender norms. Three interpretive patterns emerge: infantilization, in which care-based authority reinforces traditional role divisions; romanticized submission, in which fantasies of elite masculinity offer affective gratification but reaffirm classed hierarchies; and gender boundary policing, in which selective tolerance toward male beauty exposes the limits of inclusivity. These dynamics illuminate how desire, morality, and relational politics intertwine to produce culturally specific forms of “ambivalent empowerment”. The study advances a culturally nuanced understanding of transformative advertising, positioning empowerment not as a universal ideal but as a localized, morally inflected, relational discourse shaped by gender norms, state ideology, and shifting consumer desires and subjectivities.

ABSTRACT Stories unfold across a varied landscape of mediums, including video games, tabletop games, interactive films, and traditional literary texts. As that landscape continues to diversify, educators and scholars face growing challenges conceptualizing reading in a way that captures the multifaceted, consequential ways that readers interact with and shape those stories. Building on New Literacy Studies, scholarship from games studies, and reader response theory, this theoretical article proposes a cross‐disciplinary model for understanding narrative interactivity in contemporary reading experiences: The Reader–Player Interactivity Framework. The authors analyze seven layers of narrative interactivity: embodied interaction, navigating and wayfinding, transactional meaning‐making, two forms of reader authorship, co‐constructing stories, and socially embedded meaning‐making. These categories provide a language for analyzing how readers, viewers, and players co‐construct stories in both fixed and variable narrative texts. The framework illuminates how meaning arises not only in explicitly interactive media, but across all forms of narrative, and provides literacy teachers and researchers with theoretical tools and explicit language for navigating varied types of texts and interactions. The article concludes by outlining implications for research and pedagogy in literacy education.

Reader Response: Prevalence of Suicidality in Adolescents With Newly Diagnosed Focal Epilepsy at Diagnosis and Over the Following 36 Months.

Reader Response: Cancer Risk Among Patients With Multiple Sclerosis: A 10-Year Nationwide Retrospective Cohort Study.

This transcript records the conversation between seven authors of volumes in the 33 1/3 Oceania influential album series, published by Bloomsbury since 2022. The authors discuss the varied approaches taken in the series and outline the development of their own book. A range of key issues are explored, including editor and reader response, the tension between academic and popular writing, the ‘album’ concept as nostalgia, and access to the artists.

Cross-cultural transmission and reader response analysis of Huangdi Neijing in the anglophone world (1694–2025)

ABSTRACT This qualitative case study examined how 10th grade readers connected to, made meaning from, and experienced a multimodal novel; The novel, Chopsticks (Anthony & Corrall, 2012), is told primarily through images, and secondarily through a combination of images, words, and intertextual references (often hyperlinked) to texts that included audio and video (e.g. playlists, YouTube videos, albums). We situate this study using reader response theory and three specific focus areas within literacy studies: (1) communities of readers, (2) multimodal literacies, and (3) critical multiliteracies. Our findings detail students’ meaning-making experiences through the following collaborative multimodal reading practices: (1) sleuthing and theory-building, 2) traversing digital and analog spaces, and 3) engaging in zigzag polyvocality. Discussion and implications center the importance of collaboratively reading as a community, progressing the pedagogical and instructional concept of polyvocal multimodal reading, as well as the concept of zigzag reading, which encourages recursive, dialogic reading engagement from a variety of textual entry points that develop and embody critical connections across textual modes.