In this theoretical analysis, the authors explore the question, What is a Christian teacher educator to do with Louise Rosenblatt’s transactional theory of reading? They begin by outlining the primary components of Rosenblatt’s transactional theory, focusing on reading as a transaction and the efferent and aesthetic stances. Next, they discuss who they are as teacher educators and former students, how their faith backgrounds intersect with Rosenblatt’s work, and the approach they took to address areas of tension that they and other Christian educators have experienced with Rosenblatt’s theory. Finally, they conclude by discussing implications of Rosenblatt’s work for reading scripture, identifying both the strengths and limitations of her theory, along with strategies for inviting students to discuss this issue at faith-based institutions.
Huddleston, Andrew P.; Coombs, Dawan; Sehres, Katlin; and Miller, Ashley
"What is a Christian Teacher to Do with Louise Rosenblatt’s Transactional Theory of Reading?,"
International Christian Community of Teacher Educators Journal: Vol. 13
, Article 3.
Available at: http://digitalcommons.georgefox.edu/icctej/vol13/iss1/3