Reader-Oriented Theories and Some Implications for Teaching Imaginative Literature in the Caribbean

Abstract

Reader-oriented methodologies offer promising alternatives to traditional approaches to literary education for Caribbean school systems reporting declining student interest in imaginative literature, and "formulaic" examination responses. By exploiting the "human meaningfulness" of literature and students' own experiences to create connections between texts and readers, these approaches have the potential to deepen interest in reading, facilitate the assimilation of standard critical notions, and contribute to affective development. The implementation of a more affective literary pedagogy would entail fundamental changes in our concept of literary knowing, in teacher student relationships, in teaching and learning activities, and in the organization of the classroom for instruction.