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.
