ABSTRACT
Based on the work of Rosenblatt, a reader’s response to text has been conceptualized as lying on a continuum from an efferent to an aesthetic stance. Those assuming an efferent stance are described as detached and passive, with a focus on taking information away from the reading event. In the aesthetic stance, by contrast, readers are focused on the experience of the moment and on losing themselves in the pleasure and beauty of the story. Within the reading literature, motivation more often is associated with an aesthetic stance and with narrative text, whereas knowledge-seeking via exposition is linked to the more passive and uninspiring efferent stance. It is my contention that knowledge-seeking through exposition is indeed motivating because it contributes positively to readers’ self-schemata. To support this argument, I offer a more expanded view of motivation than typically is considered in the literary research. This view is based on the writings in goal orientation, interest, and agency. Further, I provide an example from the literacy research that illustrates how these dimensions work in classrooms to enhance students’ motivations.
