| Abstract: | Relations among literary discourse constructed during oral storybook reading, current theories of reader response to literature, and research in classroom storybook reading are explored in this paper. Pursuing a Bakhtinian analysis of five readings of one picture storybook, the meaning‐making strategies used by kindergarten students and their teacher to appropriate literary discourse and, thereby, to define the situation in these storybook events is discussed. The paper is framed by a symbolic interactionist approach to the social negatiation of meaning, especially as meaning is negotiated in context through language. |
