Recentering Rosenblatt to Address the Engagement Gap in State Standards
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| Title: | Recentering Rosenblatt to Address the Engagement Gap in State Standards |
|---|---|
| Language: | English |
| Authors: | Ryan Judkins, Samantha Collins, Sarah Esberger, Leah Singerman |
| Source: | English Journal. 2026 115(3):41-49. |
| Availability: | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | State Standards, Learner Engagement, Reader Text Relationship, Reading Instruction, Skill Development, Middle School Students, High School Students, Reader Response, Reading Skills, Social Emotional Learning |
| Geographic Terms: | Tennessee, New York (New York) |
| DOI: | 10.58680/ej2026115341 |
| ISSN: | 0013-8274 2161-8895 |
| Abstract: | Four classroom teachers explain how they addressed the absence of student engagement in state standards and improved their classroom practices by recentering ideas from Louise Rosenblatt's 1938 book "Literature as Exploration." Rosenblatt offers a correction to the current moment of state standards that marginalize or exclude readers' engagement with texts. Over the last two decades, public K-12 teaching has become text-centric and output-focused. Rather than being at best silently permitted or at worst exiled to the fringes, students' authentic engagement with texts should be seen as a necessary precondition to the teaching of analytical skills. Otherwise, skills development is a mere intellectual exercise, quickly forgotten and devoid of meaning. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | EJ1505667 |
| Database: | ERIC |
| Abstract: | Four classroom teachers explain how they addressed the absence of student engagement in state standards and improved their classroom practices by recentering ideas from Louise Rosenblatt's 1938 book "Literature as Exploration." Rosenblatt offers a correction to the current moment of state standards that marginalize or exclude readers' engagement with texts. Over the last two decades, public K-12 teaching has become text-centric and output-focused. Rather than being at best silently permitted or at worst exiled to the fringes, students' authentic engagement with texts should be seen as a necessary precondition to the teaching of analytical skills. Otherwise, skills development is a mere intellectual exercise, quickly forgotten and devoid of meaning. |
|---|---|
| ISSN: | 0013-8274 2161-8895 |
| DOI: | 10.58680/ej2026115341 |
