Boy Troubles? Male Literacy Depictions in Children's Choices Picture Books

Abstract

This article is a critical content analysis of Children's Choice award‐winning picture books from 2000 to 2014. The “critical” part of the analysis consists of selecting archetypes for males presented in these texts based on applying feminist poststructuralist literacy theory that situates literacy and language at the center of gender identity manifestation. In this analysis, the dominant archetypes for male characters tended to be Wildman, Friend, and Creator. In many books, male protagonists used literacy to maintain or develop a positive identity throughout the plot of the book, as reading, writing, and symbolic communication increased choices for male characters and offered insight through language, often inspiring change. Our findings suggest that deficit views of young males’ literacy practices still appear in award‐winning picture books but are becoming more complex and positive. This matters because picture books reveal values of literacy as characters read or write or engage in symbolic communication.

Empirical approach to the gender gap in students’ reading consumption in international contexts

“…The Mann–Whitney U test indicates that there are differences between the means, and, above all, this difference becomes more latent in other countries compared to Spain ( González-Ramírez et al, 2022 ). This corroborates the results of previously carried out research that shows a predisposition among children to read non-fiction rather than literary reading ( Gritter et al, 2017 ; Malloy et al, 2017 ; Alexander and Jarman, 2018 ; Kneeskern and Reeder, 2020 ).…”

“…Impact of literature on the configuration of gender stereotypes ( Gritter et al, 2017 ; Kneeskern and Reeder, 2020 ).…”

Gender Disrupted During Storytime: Critical Literacy in Early Childhood

“…Megan Friddle (2017) explains that this genre has particular socializing and instructional power because picture books illustrate "the kinds of identities, identification, and narratives that are possible in adult conceptions of children's lives" (p. 117). Considering the adult-centrism within children's literature, many scholars advocate for a critical reading of texts between adults and children in ECE (Crawley, 2017;Crisp & Hiller, 2011;Filipović, 2018;Gritter et al, 2017;Kim, 2016;McClung, 2017;Sciurba, 2017). This literacy practice includes discussing those aspects of picture books that resonate, are taken for granted, or neglect children's perspectives by Vol.…”

Sensory Literacy and Empowerment in Art and Design

“…Visual images create a focus for developing interpretation, as 'appreciation ability' (Kim et al 2017, 318). Additionally, stories structured through images as visual language can help young people find connections and form positive self-identity in learning (Gritter et al 2017), as can hearing those stories spoken out loud. I will later discuss artworks in which text takes on visual and performative qualities, and will explore how theoretical texts can be embodied through practice in art and design, to help students take ownership of the significance of their learning.…”