Open Collections

Abstract

Reader—response to literature is a multi—varied theoretical perspective. While recognizing and acknowledging the diversity associated with reader—response, an attempt has been made to examine how teachers can best initiate and encourage adolescent response to literature within a broad practical framework. The study focuses on teaching/learning strategies and the role of the teacher in developing response to literature. Within that context reading autonomy, group dynamics, response outcomes; metacognition and the relationship between research, theory and practice are explored. Some teaching/learning strategies for response to literature are outlined, and a trend towards resistant reading is discussed.