The use of literature as a learning catalyst is not a new approach.
             As early as 1993, researchers Kathy Short and Junardi Armstrong pointed out
             that literature should be used as more than just a way to get facts.
             Rather, literature could be "an integral part of children's inquiry and
             meaning constructions of the world" (Short and Armstrong, p. 183).
             These early suggestions are echoed in later research. Kathryn S. Carr
             et al, for example, argue that literary works and illustrated books can
             have academic benefits for older students as well, such as students in high
             school. Pictures heighten the aesthetic enjoyment of a literary work, an
             advantage for teenagers who do not enjoy reading. Such books would
             therefore be more appealing to students who have a more visually-oriented
             One reason why literature is deemed effective in learning is because
             of the "reader response theory." Daniel Sheridan posits that readers --
             even teens -- approach reading as "social act." The reading experience is
             enhanced further when the reader is part of a larger community, wherein he
             or she can discuss their ideas (Sheridan). Through the discussion of their
             reactions and personal insights, the members of this reading community can
             thus learn more about their subject for study. Sheridan thus encourages
             readers to provide guided questions but to also ensure that students are
             Ralph Putnam and Hilda Borko noted that the cognitive functions of a
             student could be stimulated through the careful use of literature.
             Fictional works, biographies and other literary works could help students
             remember facts, stimulate reasoning and acquire a "situated perspective."
             Teachers could additionally use these books to stimulate discussion and
             debate on social issues. These literary works thus provide older students
             with more chances to focus on characters, concepts or issues in a way that
             textbooks ...