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Dryad

Data from: Public perceptions of children's reading, literacy, and cultural representation in India: Survey findings from 346 respondents in India and the Indian Diaspora

Abstract

Using a cross-sectional survey of 346 adults and educationists in India and across the Indian diaspora, we examine how cultural, institutional, and digital forces shape Indian children’s readings. As an institutional reality as well as a cultural space, adults connect with the childhood literacy ecosystem through shared values regarding inclusive representation, and their shared concerns over digital addiction and AI content reveal a broad societal consensus on the modern challenges of reading. The public views consuming children’s literature as a means to cultivating empathy and resisting rote, exam-focused schooling. However, the pressures of dealing with this evolving environment as a teacher creates a sharp divergence in how educators and non-educators perceive the normative responsibility of schools to nurture these empathetic connections. Discussions around childhood reading have therefore become a significant space through which Indians critique exam-centric educational structures, challenge the impacts of digital media, and have their own reflection on the institutional constraints that shape contemporary learning environments.