Great literature doesn’t tell us how to act, or what to think, or whom to become. Rather, great literature offers us choices and insights into how we might act, who we might become, and what we might think. The ambiguity inherent in great literature should not be seen as a hurdle to overcome, but as an opportunity for disrupting our traditional and stereotypical ways of thinking. By tolerating the ambiguity inherent in quality literature, we postpone or suspend the closure of our thinking, providing time and space for considering new and alternative ways of thinking.
The most important thing readers should get from reading a book is the desire to read another. As teacher, we cannot allow school to squash this desire. By not allowing readers to ever choose what they read, by making them do mindless activities after they finish reading, and by giving them quizzes in the name of comprehension assessment, we drive the desire to become a reader further and further underground. The experiences readers have in our schools need to enhance their sense of wonder, tickle their imaginations, and help them learn to dwell in stories and to revel in their adventures.