This paper explores the diasporic tellings of Black African refugee-background youth through a critical Ubuntu literacy framework. The five tenets of a critical Ubuntu literacy state that participants are (a) already participating in community; (b) reflecting on oneself in relation with others; (c) seeing themselves in relation to community; (d)…

The concept of voice has long attracted the attention of teachers, but more recently has also been the focus of a growing body of research aiming to understand voice as self-representation in writing. Adopting a socio-cultural orientation to voice, studies have revealed much about how textual choices are used by readers to build images of…

The objective of this paper is to use psychoanalytic theory to examine how attempts at critical teaching in two English as a Second Language (ESL) classrooms related to changes in student subjectivity. The research critiques critical pedagogical assumptions regarding transformation and empowerment through a Lacanian perspective. More specifically,…

The purpose of this qualitative case study was to examine the uses of informational texts within an ethnically diverse, second grade classroom and how the teacher carefully scaffolded students' developing understandings about these texts. A community of practice theoretical framework was employed to better understand the ways in which…

Responds to "A Symposium on the Usefulness of Literacy Research" in the same issue of this journal. Maintains that Alan Purves totally misreads the author's theory of reading approaches. Explains that "efferent reading" and "aesthetic reading" are not discrete categories but terms on a continuum. (TB)

Argues that recognition of the reader's role in the production of meanings in literary works has major consequences for the theory, research, and teaching of literature. Discusses the need to include the reader's role when writing the history of literature; develop new language for the description of the meanings of works; and develop new models…

Problematizes the word "experience" as it is currently being used by researchers and teachers who want to reform literature instruction in schools and colleges. Discusses how a fresh look at Dewey and Rosenblatt can reconstruct the courtroom and marketplace metaphors as sound alternatives to theories that perpetuate dualistic assumptions…

Argues that one way to investigate the relationship of text to story taker (reader or listener) is to compare how the writer has made the story to how the story taker has recreated the story. Indicates a resonance between the story taker's retelling and the original text. (RAE)

Studies the ways readers create meaning initially from literary texts. Analyzes the data collected via think-aloud protocols and interviews. Compares reading tactics of first-year college students and graduate students. (HB)

The persistent gap between the performance of mainstream students and racially and linguistically diverse students--for example, African Americans, Hispanic Americans, and Native Americans--on standardized tests may well signal problems with procedures for the development and use of standardized tests in general, and for their use with culturally…

Studies five preschoolers' response to four genres of picture books: fantasy, realistic, poetic, and information. Finds (1) distinct patterns of response for each genre; and (2) personal associations to the characters, events, images, and topics seemed to form the basis for interpretation. (NH)

Describes the development of the Literary Response Questionnaire (LRQ), which provides scales that measure seven different aspects of readers' orientation toward literary texts: Insight, Empathy, Imagery Vividness, Leisure Escape, Concern with Author, Story-Driven Reading, and Rejection of Literary Values. Reviews evidence for the LRQ's…

Raises three issues concerning the activity of writing and its relation to texts and cultures: (1) knowledge as the basis for the activity of writing, (2) the varying nature of the activity itself and how that activity is shaped by context, and (3) the perceived nature of the written work in a given culture. (HOD)

Describes ways in which a small group of preschool children in an urban Head Start Program responded to typical information books during read-aloud sessions. Notes results of a group pretend reading of books children had just heard. Concludes even young children are attuned to characteristics of texts. (PM)

Examines the approaches students use when reading for literary and informational purposes. Finds four recursive stances readers take in relation to the text: (1) being out and stepping into an envisionment; (2) being in and moving through an envisionment; (3) stepping back and rethinking what one knows; and (4) stepping out and objectifying the…