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| | The Significance of Louise Rosenblatt |
 | | Thus, in the 1960's and early 70's there occurred a paradigm shift in the teaching of literature away from viewing the text as authority to a view that focuses on the reader's relationship with text (Rosenblatt, 1938, 1964, 1968, 1978; Squire, 1964; Squire and Applebee, 1968; Purves, 1975; Purves and Beach, 1972; Bleich, 1975). |
 | | While some practitioners of reader response were heralding the movement as a new approach, Rosenblatt was able to demonstrate that she had been promoting it since 1937 and that she was responsible for many of its terminological and grass root concepts (1946, 1949, 1956, 1963, 1964, 1968, 1969 and 1970). |
 | | However, the significance of the Colloquium was that it marked the official acceptance of the reader-response approach to the teaching of literature which has since been taught in the education departments at colleges and universities across the United States. |
| www.vccaedu.org /inquiry/inquiry-spring97/i11chur.html (1863 words) |
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