The Playful Approach to Reading Literature for Nonlinguistic Learners

DOI: 10.5176/2251-3566_L315.55

Authors: Professor John Franklin

Abstract: 

The term “playful approach” to reading literature can be found in an anthology/textbook: The Elements of Literature edited by Robert Scholes et al. [References to this text—along with references to Gardner, Maslow and the Universal Design for Learning—may be found in “Notes and Sources” following this essay.] The concept encourages readers—particularly college readers new to the task of literary analysis—to view literature as a game. As opposed to a student assuming a passive attitude while awaiting instruction from a lecturer, this game is played according to reading conventions (rather than rules) and provides the flexibility that permits a student to engage as an active participant in the reading process. The essence of the playful approach to literature is that readers will learn more while assuming a role as a game player who has more at stake than simply viewing a writer’s words upon a page. The playful approach permits a reader to engage with a piece of literature and, hopefully, eventually reach levels of understanding and aesthetic appreciation.

Keywords: teaching literature, Gardner multiple intelligences, Robert Scholes, Maslow's Hierarchy of Needs and Universal Design for Learning