Critical Literacy

“Critical literacy is central to empowerment, unpacking of privilege, and social responsibility”
(Pack, 2023, p. 95).

What is Critical Literacy?

Critical literacy is a way of reading and talking about stories that goes beyond retelling events. Is asks children (and educators) to consider: “What is this story teaching us about people, power, and equity?”

Critical literacy begins with the understanding that texts are shaped by the particular position (worldview) and choices of their authors. Every story highlights some ideas while downplaying others, which means children benefit from learning to notice the perspectives represented in books and how those perspectives shape understanding (Pack, 2023; Souto-Manning & Yoon, 2018).

Before children ever read print, they are already “reading the world”; paying attention to who is heard, who is ignored, and what is treated as normal in their daily experiences (drawing on Freire, Souto-Manning & Yoon, 2018, p. 35). Critical literacy connects these everyday observations with the stories we share, helping children develop early awareness of how texts reflect and influence ideas about identity, belonging, and equity within their own environments.

Jones (2012) describes critical literacies as practices that invite children and educators to “deconstruct and reconstruct” (p. 199) both texts and social relationships, opening space to imagine new possibilities, rather than just accept them as they are.

In early childhood, this does not mean rigid lessons or complex vocabulary. It means choosing books with care, slowing down during read-alouds, and wondering together about the messages a story sends. The goal is not to find the “right answer,” but to nurture thoughtful, curious readers who notice patterns, question assumptions, and imagine more just possibilities.

Key to critical literacy is “recognizing multiple perspectives, voices, and stories—all while recognizing how power and/in society determine(s) their value”
(Souto-Manning & Yoon, 2018, p. 55).

Asking Questions:
Power, Voice, & Equity

“Through reading diverse literature… [children and educators are] ... encouraged to keep their ears wide open to the diversity of voices around them”
(Dyson & Smitherman, 2009, as cited in Souto-Manning & Yoon, 2018, p. 39).

“Curriculum emerges from social issues exposed in multicultural children’s books and is developed through dialogue”
(Souto-Manning, 2009, p. 58).

"My students were six- and seven-year-olds becoming aware of segregation associated with ability and skin color. Despite their young age, they decided that something needed to be done about it..."
(Souto-Manning, 2009, p. 68)

Authentic & Intersectional Representation

Not all “diverse” books offer the same possibilities for children’s learning and belonging. Some texts provide rich, layered portrayals that honour children’s and family’s lives while others only skim the surface or even reinforce stereotypes. This section offers guidance on what to look for when selecting books so that your collection supports meaningful representation.

Below, you’ll find four key facets of what high-quality representation looks like: Own-Voices Authorship, Complex and Full Characters, Moving Beyond the Tourist Curriculum, and Representation that Reflects Intersectionality.

Own-Voices Authorship

“The writer is the best authority on telling their own story”
(Athaide, n.d.)

One powerful starting point is to notice who is telling the story. Own-voices books are created by authors and illustrators who belong to the communities being represented. Lived experience often leads to portrayals that are more accurate, respectful, and grounded in everyday life (Adam, 2021; Cahill et al., 2021; Fornwald et al., 2021)

When choosing books, consider:

Does the protagonist and the author/illustrator share a marginalized identity?
Does the story feel rooted in real experiences: everyday routines, emotions, and relationships?
Are cultural details shown accurately and respectfully: names, language use, clothing, celebrations?
(Duyvis, 2015; Fornwald et al., 2021)

“For a text to be identified as ‘Own Voices,’
it must be authored by a self-identified member of the same
marginalized voice or community depicted in the story”

(Fornwald et al., 2021, p. 213).

A note for educators:
An own-voices label does not automatically make a book perfect or beyond critique. It is still important to engage critically with any text and think carefully about how stories shape children’s understandings of identity.