Why is reading imaginative literature important?
Robyn Ewing AM
It’s when we fool about with the stuff the world is made of that we make the most
valuable discoveries, we create the most lasting beauty, we discover the most
profound truths. (Pullman, 2005, p. 8).
Stories are central to our meaning-making processes. Imaginative fiction also motivates us to
engage in exploring possibilities. We bring our own life experiences to a narrative but, at the
same time, the imaginary world of the story sheds light on the real world. And we now know
that the brain responds to fictional characters’ emotions and dilemmas as if they were
happening.
Over the last decade a range of research has explained why imaginative fiction is important
for adults and children alike.
For example:
• Kidd’s and Castano (2013) asked adults to read a range of fiction (genre-fiction,
literary-fiction and non-fiction). Their findings suggested that reading literary fiction
improves the reader’s capacity to infer and understand what others are thinking and
feeling.
• Nikolajeva (2014) looked at children’s literature such as Where the Wild Things Are
(Sendak, 1963); The Chronicles of Narnia (Lewis, 1950-6) His Dark Materials
(Pulman, (1996-2000). She synthesised neuroscientific and psychological theories to
suggest that literary texts (including picture books, fantasy, fairy tales and realistic
and historical fiction) can help children develop their knowledge of self, others and
the world more broadly. Most of all she emphasised how such reading fosters
empathy and the understanding of different perspectives.
• Koopman’s (2015) findings from her online survey with 282 participants suggested
that exposure to literary work elicited more empathetic understanding about
depression and grief than other genres read.
• A recent doctoral dissertation examined what we gain in reading literary fiction. Jon
Phelan (2017) argues that the process of careful reading of quality literary works
disrupts our expectations and stereotypes. We are also encouraged to fill in the gaps to
understand the characters’ intentions, motivations and inner conversations.
Imaginative fiction must therefore be a central feature of early childhood, primary and
secondary classrooms. An imaginative story is intellectually challenging and richly
evocative. The vocabulary and language structures are appropriate rather than contrived so
that the language used makes sense.
In some early reading classrooms, however, there is a renewed and concerning focus on the
use of contrived texts based on the synthesised sequences of sounds addressed in synthetic
phonics programs. Freire’s early work (1985) argued that such limited and inappropriate use
of contrived reading materials with controlled vocabulary and syntax restrict learners from
engaging actively and creatively in the learning process.
An over privileging of contrived texts will fail to nurture children’s imaginations. If we want
to nurture empathy in our learners so they can understand different perspectives and explore
alternative ways of doing and being, we must make sure rich literature is at the heart of every
classroom.
References
• Kidd, D. & Costano, E. (2013). Reading literary fiction improves theory of mind.
Science 342,6156, 377-380. Accessed at:
https://www.researchgate.net/publication/257349728_Reading_Literary_Fiction_Impr
oves_Theory_of_Mind
• Koopman, E. (2015). Effects of literature on empathy and self-reflection An
empirical-theoretical framework. Journal of Literary Theory 9(1), 79-111. Accessed
at:
https://www.researchgate.net/publication/273632922_Effects_of_Literature_on_Emp
athy_and_Self-Reflection_A_Theoretical-Empirical_Framework
• Nikolajeva, M. (2014). Reading for learning: Cognitive approaches to children’s
literature. Amsterdam: John Benjamins Publishing.
• Phelan, Jonathan (2018). Reading between the lines: An account of the cognitive gain
from literary fiction. PhD thesis The Open University. Accessed at
https://oro.open.ac.uk/53372/1/Phelan%20J%20PhD.pdf
• Pullman, P. (2005). Common sense has much to learn from moonshine. The Guardia,
January 22. Accessed at:
https://www.theguardian.com/education/2005/jan/22/schools.wordsandlanguage
Keywords
Imaginative fiction Literary texts Empathy Imagination
Bio
Formerly a primary teacher, Robyn Ewing is currently Professor Emerita, Teacher Education
and the Arts, and Co-Director of the Creativity in Research, Embedding the Arts,
Transforming Education, Health and Wellbeing (CREATE) Centre at the University of
Sydney. She is passionate about the role that the Arts should play in our lives and learning.
