This book review examines two overlapping narratives in Ted Kelser’s The Reader Response Notebook: Teaching toward Agency, Autonomy, and Accountability. The first narrative is the reflective professional journey of Ted Kesler, who began re-envisioning the possibilities of reader response notebooks while he was an elementary and middle school teacher in New York City Public Schools. The second narrative is that of the students who used reader response notebooks in their classrooms. This review concludes with the idea of how The Reader Response Notebook is a comprehensive, practical book for teachers. The Reader Response Notebook exemplifies how inquiry lead to action to improve student learning through introspective and reflective thinking from classroom teachers and students.

Author Biography

Bobbie Kabuto, Ph.D., is Professor at Queens College, City University of New York, where she is Director of the Literacy Program, Birth-6th Grade. She teaches courses in the areas of early language and literacy, bilingualism and biliteracy, and language and literacy in the elementary years. Her research interests include bi/literacy and socially constructed identities.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.