Presents the first part of a six-part series reporting on a research project to investigate how students make sense of a text, what disempowers meaning making, what empowers meaning making, how readings might be meaningfully assessed, and how readers might be empowered in classrooms. Invites readers to join in the investigation. (SR)

Presents the third part of a six-part series in which the authors respond to a ninth grader's first impressions of "Reel One," a poem by Adrien Stoutenburg. Urges readers to participate by reading the student's impressions and reflecting on the student's interpretations. (MM)

Argues that students develop new reading strategies in order to construct meaning from electronic text. Discusses why reading electronic text is different, and argues that there is historical precedence for this shifting role of the reader. Outlines strategies for helping students reflect on the differences between hypertext and traditional text…

Examines tasks provided for students in most literature textbooks used in the United States, noting that these tasks typically control students' responses to literature. Relates these tasks to current theory and research on the reading process. Describes activities from literature texts used in Canada that facilitate literary response. (MM)

Considers what literature does, its role in a child's education, and how it might be taught. Advocates the use of adolescent literature in the classroom. (NKA)