DOI: 10.36347/sjahss.2017.v05i02.001

Pages: 65-68

Response to literature is a generally ignored aspect in classroom because of the mechanical focus on language in most classrooms. This paper seeks to delve into the minutiae of how reader’s response perspective enables a unique engagement of the reader with the text. The significance of the same increases manifold when a reference is made to children’s engagement with literary texts. The paper also seeks to delve into the concerns of what is accepted and qualified as children’s literature because a vast body of work is included within the ambit of the same. The attempt has been made to bring to light how the selection of children’s literature/literature for children is crucial to generate a meaningful engagement with the text. Dwelling on these concerns is important because it has multiple ramifications for creating an enriching learning environment for students.