Children's Literature: What Is Childrens Literature?

917 Words4 Pages
What is Children’s Literature? Children’s literature, the structure of written works and related illustrations produced in an attempt to instruct young individuals. The genre covers a large scope of works, inclusive of acknowledged literary study of world literature, picture books and easy-to-read stories written solely for children, and fairy tales, folk songs, and other chiefly orally transmissible materials. Children’s literature first distinctly came forth as a clear and autonomous form of written material in the second half of the 18th century, before that it had been at best just in an early stage. During the 20th century, however, its maturation has been so voluptuous as to make defensible its claim to be granted with the respect that…show more content…
The meaning of a text is not solely subjective matter, of course, and it is critical that outcome be grounded in the text and in the context the text is read. One mode of protecting against students "running wild" is to ensure that there's a community restriction on interpretation. That is, if the teacher organizes reader-response exercises carefully, each student is challenged by the discourse to go beyond his or her first response. Although each reader's reactions are centered around his or her own "schema", he or she will recognize in class discussion that not all persons share similar perspective. Tenets of the Reader Response Theory The reader response theory take along with various roles. These roles are quite important in the acceptance and appreciation a text and these roles must be carried out. Firstly, the reader should not readily accept a piece of literature but should make meaning of it. There is no text that is read and all readers draw the same conclusion at the end of it. It should also not be a case where the reader only accepts what someone else perceives about it. Each reader should be able to draw his/her own conclusion based on what is read. Secondly, there is no text that ever comes alive until its read and thought…show more content…
One may read a text and understand a part of it but it is very important that one fully assimilates a piece of literature. If the text is never fully understood that means the final stage of creation is not yet complete. It is the reader’s duty to understand what he/she is reading in order to get the full meaning of it. Rosenblatt and Wolfgang Iser compared . Louise Rosenblatt and Wolfgang Iser had similar views when it came to Reader Response Theory. Although they were not many they were still able to find common grounds. Rosenblatt believes that reading in "Afferent mode" is like reading just for denotations; reading in "aesthetic mode" is much like looking at connotations or ambiguities, affective connections to the work.Similarly, Iser looks for denotations and uncertainty or gaps in the book that can change over time. For Rosenblatt, the text is what is on the page, the reader is always the reader, and the "literary composition" is what happens when they come together. This view is closely linked with Iser’s view that says the reader always turn to the text for ultimate meaning when greeted with uncertainty in the text. Finally, text is seen as a "blueprint" by Rosenblatt for the reader's analysis while Iser sees the text as that which "prestructures" the reader's projected

More about Children's Literature: What Is Childrens Literature?

Open Document