According to Louise Rosenblatt’s highly-regarded
Transactional Theory of Reading, there are two different stances (or
approaches) to reading—aesthetic and efferent. The difference between the two
approaches lies in where the reader’s attention is while reading.
Rosenblatt’s theory states that when readers adopt an aesthetic stance, they read for
enjoyment and focus on how they’re experiencing the book. For example, are they
connecting emotionally with the main character? How do they feel about the main
character’s response to the situation?
In the efferent stance, readers are focused on learning and retaining
information. One example Rosenblatt often used was reading the label on a
cleaning product after a child has accidentally swallowed some. At that moment,
all the reader cares about is how to save the child. They want to digest the
information on the label as quickly as possible, so they can take action.
There’s no doubt that no matter how much a reader loves stories and storytelling, in an
emergency situation, they’re going to adopt an efferent stance. Rosenblatt
claimed that same the reader will switch to the aesthetic stance as soon as
they’re handed a novel. This belief is based on the “common knowledge” that everyone loves stories.
For years, I’ve
questioned this idea. Based on
my own experience as a reader, conversations I’ve had with children and
educators, and a growing body of
research, it seems that some children are, indeed, naturally drawn to narratives. But others
aren’t.
Instead, these
children prefer expository nonfiction because they’re passionate about facts,
figures, ideas, and information. Ron Jobe and Mary Dayton-Sakari call these
young analytical thinkers “info-kids” because they read to learn.
Every day.
All the
time.
In other
words, they never adopt the aesthetic stance.
So rather
than a transactional theory of reading in which readers easily switch back and
forth between two stances, I envision a narrative-analytical thinking
continuum.
According
to this model, some readers do naturally have the flexibility Rosenblatt
suggests. Because they’re at the center of the continuum, they enjoy narratives
and expository text equally. But other readers have a noted preference for
narratives. And still others have a strong and persistent preference for
expository nonfiction.
Why does this
distinction matter?
Because,
as the table below shows, the reading preferences of many teachers and
librarians are significantly different from those of the students they serve.
Writing
Style Preferences*
|
|
Expository |
Narrative |
Both |
|
Grade 1 Girls |
38% |
24% |
38% |
|
Grade 1 Boys |
67% |
14% |
19% |
|
Grade 4 Girls |
19% |
19% |
62% |
|
Grade 4 Boys |
48% |
19% |
33% |
|
Educators |
8% |
56% |
36% |
For info-kids
to become strong, passionate readers, educators must work hard to build book
collections that include a diverse array of
expository nonfiction as well
as a healthy mix of narrative nonfiction and fiction.
*This
table combines data from Repaskey, L., Schumm, J. & Johnson, J. (2017) “First
and Fourth Grade Boys’ and Girls’ Preferences for and Perceptions about
Narrative and Expository Text.” Reading
Psychology, 38: 808-847 and a survey of more than 1,000 classroom
teachers, literacy educators, and school librarians I conducted in 2018.
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13 Responses
I love this! I prefer writing expository but it seems editors are more drawn to narrative. I hope we can turn it around. Both have merit.
Melissa, I have now gone into every link you've provided in this post and I'm completely rethinking how I will present a class on non-fiction texts. I'm a reader who leans toward narrative non-fiction and tend to use a wide variety of this type of book in read alouds and as a study. I'm making a shift right now! I realize I'm leaving out a lot of readers by limiting my examples. Thanks.
This is excellent. As I child, I loved nonfiction, learning about all kinds of facts about nature, history, and people. To this day, I prefer straightforward information rather than narration. As a writer, I find editors asking me to be more narrative, which I find difficult. Thank you for the validation!
Thanks for this interesting post. I do think there's a continuum. Furthermore, maybe narrative nonfiction serves as a bridge.
It seems like things are beginning to change as editors look for nonfiction beyond picture book biographies. That's good news for kids and for writers like us.
That's wonderful! It's so important to honor the reading preferences of all children.
Here's my thinking about the kinds of books that form a bridge, or gateway:
https://www.melissa-stewart.com/img2018/pdfs/GatewayNonfiction.pdf
Yes, many editors are still working to understand the wide world of nonfiction, but that's starting to change. I think we will see more expository literature in coming years.
Great post. I am an unapologetic omnivore, devouring books of both types. Although, if my recent library trips are any example, expository books tend to fill up more than half my book bag.
For read aloud time in the library, my favorite type of book is narrative non-fiction. It appeals to both preferences, and starts some great discussions. I will dip into expository titles on the same subject–if available–to show the contrast in how the info is presented. I really love reading aloud a good (non-fiction) story to a class, and I am always looking for quirky and interesting nf stories.
Like fiction, narrative nonfiction has a narrative writing style. It's presented as a story.
Info-kids connect more strongly with expository nonfiction. Research shows that 40 percent of elementary students prefer expository writing. Another 30 percent of students enjoy both writing styles equally. That's why it's so important to choose expository nonfiction for read alouds too.
While many literacy educators and librarians are naturally drawn to stories, many of the children they serve aren't. It's so important to value the preferences of all kids.
Fantastic post, Melissa. I am going to lead a discussion with staff using your post as our text. This research on preferences for info-kids is eye opening.
That's wonderful. Thank you.