Jialin Lu

This paper explores the critical transition from receptive reading to creative expression within upper elementary literature education, focusing on students aged approximately 9 to 12 years. It argues that moving beyond basic comprehension towards imaginative engagement and personal expression is essential for developing deep literary understanding, critical thinking, and a lifelong affinity for literature. The study identifies a gap in pedagogical practice where reading and creative tasks are often disconnected. To bridge this gap, the paper proposes and examines a suite of integrated instructional strategies designed to foster imagination and expressive capabilities directly through the literature learning process. These strategies are framed within a constructivist and socio-cultural perspective, emphasizing active meaning-making and dialogic learning. The discussion is structured around three core pillars: strategies that activate and expand imaginative thinking during the reading process; approaches that scaffold and structure the journey from interpretation to original creation; and methods for establishing a supportive classroom ecology that nurtures risk-taking and authentic voice. Detailed analysis is provided on specific techniques such as multimodal response, transformative writing, dramatic inquiry, and author-studies with a creative lens. The paper concludes that a deliberate, strategy-rich focus on the "reading-to-creating" continuum can significantly enhance students' analytical abilities, creative confidence, and expressive power, ultimately transforming literature learning from a passive consumption of texts into a dynamic, participatory, and personally meaningful endeavor.

Literature Learning; Upper Elementary; Imagination; Creative Expression; Instructional Strategies; Reading-Writing Connection; Transformative Writing; Multimodal Response; Classroom Ecology

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