A Response-Based Approach To Reading Literature

It seems to me that this article's primary focus is on the way in which instructors perform literature-based instruction, and the importance of a response-based approach. I feel like this article is a bit vague on this idea in the first few pages, making it a bit dry to start off with. However, the latter half of the article provides an excellent framework for teachers to build their instructional methods off of. Most importantly, Langer emphasizes the importance of a response-based approach to literature as a means of developing students' critical thinking skills and helping them learn how to ask questions as well as answer them.
What's great about the framework of optional teaching experiences that Langer establishes is that it's primarily focused on helping students make connections with the text, gain understanding of it, and to have students consider the implications of a text, without focusing on the objective statements that can be made about it. My favorite example Langer makes regarding these sorts of shallow, superficial forms of literary analysis is the multiple choice question "Huck Finn is a good boy. True or False," which is the sort of thoughtless, bland question that lacks any depth, and would not provoke much discussion.
It's clear to me that Langer's response-based approach to reading literature is a means of encouraging student growth rather than stagnating them with facts for the sake of facts. In our pedagogical methodology we need to be leading students to information by prompting them to ask themselves and their peers questions, not providing them with the answers in the hopes that rote memorization will promote learning. It's clear that by putting education in the hands of the students, with help from an educator, the classroom can be a place where each student develops the ability to interpret literary texts in more than one way, without being confined to one method provided by an educator.