The study of literature is not only the equivalent of knowledge, but also of building one’s identity. Therefore, the literature approach needs to be reshaped and reconsidered, so that it is necessary for the approaches to take into account, in addition to the cognitive side of learning, the affective-attitudinal dimension and the creative-imaginative capacities of the students. Creative reading provides teachers and students with a fertile ground for exploiting and harnessing these capabilities, as long as reading does not only mean better understanding the ideas of „the other”, but also a process that can lead to a deeper and more nuanced understanding of one’s ideas and feelings, of the identity we are constantly building in relation to others.