What's New about The Reader Response Notebook? 

Building on strong thinking about reading response work, I emphasize three other elements that contribute to a new vision for reading response notebooks. First, I encourage “designing on the page” that welcomes a wide array of writing and drawing resources. Second, I expand what counts as a text, including popular culture media. Third, I emphasize the sociocultural context of classroom literacy practices that supports students’ generative responses in their RRNs. Most of all, in the chapters of this book, I’ll show the application of these three elements using a systemic approach that guides students towards agency, autonomy, and accountability. 

I emphasize an "introspective journey," rather than an "retrospective account" (Hancock, 1993). In a typical notebook response, children respond to what they already read, often in the form of a summary or in response to a teacher-provided prompt, so they produce a retrospective account. In this book, I show how to guide students to respond throughout their reading experience, so each entry expresses their own introspective journeys through the texts they read. 

Reference:

Hancock, M. R. (1993). Exploring the meaning-making process through the content of literature

            response journals: A case study investigation. Research in the Teaching of English, 27

            (4), pp. 335-368.