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Reader response theory and the problem of meaning

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Abstract

If we accept the idea that the literary experience lies in the mind of the reader, in the transaction between the reader and the book, then teachers must adjust their instructional goals and teaching practices. The curriculum must also be reconceived to deal with this approach to literature, particularly in the selection of texts.

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Authors and Affiliations

  1. Georgia State University, University Plaza, 30303-3083, Atlanta, GA

    Robert E. Probst (professor of English education)

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  1. Robert E. Probst
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A former English teacher, he is the author ofResponse and Analysis: Teaching Literature in Junior and Senior High School and part of the team that prepared Ginn'sNew Voices series.

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Probst, R.E. Reader response theory and the problem of meaning. Publishing Research Quarterly 8, 64–73 (1992). https://doi.org/10.1007/BF02680522

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  • DOI: https://doi.org/10.1007/BF02680522

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