On reading and teaching literature

I love reading. Sometimes it can be hard to find the time (although public transport is a blessing when it comes to finding the time to read), but it's definitely worth the effort. Last year I set myself a challenge to read fifty books (because I was volunteering anyway and had enough time to do this), I completed the challenge by reading 51 books I hadn't read before. In doing this I probably doubled the amount of books I've read in my life up until now, and it gave me a very different perspective on reading. I explored different genres and authors I wouldn't have tried to read before this challenge, and I loved it.

While I believe teaching about literature, or reading in general, is very important, we have to take care when we do. It is all too easy to ruin the experience that comes with reading a novel because someone wants to, by forcing them to. Giving learners options seems like a good way to counteract this potential problem. However it would also mean that it might be impossible to discuss a book with the whole class. Book clubs or small groups working on the same book could be a fun and workable in-between solution.

As to the question 'what should be read in secondary school?' ... who knows? I don't think there is an actual 'everyone should have read these books'-list, especially because reading is such an individual activity. You can't, in reality, read a book 'together' (unless you're reading it to someone, but even then it's a personal experience and everyone will hear/read something they experience differently.). And while you can discuss a novel and its literary style - the experience is still your own. Because of this I think it would be most worthwhile to focus on this personal aspect. Making learners aware of the fact that, yes even to them, reading can be fun. And in doing fun activities, they will learn more and learn more efficiently.
This logically leads to the conclusion that what should be read in secondary school, should mostly be decided by the learners themselves. Naturally some guidance is necessary, and learners shouldn't read (too many novels) at a level lower than they are able to read. Being aware of what is popular and what learners are reading outside of the classroom can be a useful pointer in deciding which books to make available as choices for the learners to read. If, for example, Twilight is very popular right now, then it might be a good idea to do some research into other novels about vampires.

Being flexible and enabling learners to be involved in the process of deciding what to read is key to teaching literature.