This study focused on understanding the impact of incorporating digital reader response into a middle school literature class. Through interviews and the use of artifacts, a classroom teacher documented how altering the way students wrote about their readings shaped the quality and quantity of their writing. Outcomes reveal that blogging during…

Through their study of classroom talk about and around literary text, the authors discovered that their application of Rosenblatt's (1938/1995, 1978) "aesthetic" stance to elementary (primarily Grades 4-6) students' affective responses to literary text uniformly lacked the simultaneous articulation of "the real impact between the…