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In the 1600's literacy was minimal and measured primarily by ability to produce a signature (Monaghan, 1988).
Emphasis on Christian morality establishes hegemonic expectation to center Christianity, thus decentering and making atypical anything beyond that. Women become teachers of reading and value is assigned to their gender on the basis of usefulness to improve society. This prioritizes men to serve more significant roles and created gender divisions in regards to which students can be enrolled first.

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As the authority figure in a prominent Christian home, Cotton Mather's diaries provide a glimpse into the priorities of his household in regards to literacy practices (Monaghan, 1991). He clearly valued reading and writing, with an emphasis on religious and moral discourse. His literacy instruction enabled him to maintain power in the home and direct his family's leisure and spiritual activities.

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It becomes an expectation for female students to have a working understanding of writing skills (Monaghan, 1988).The Boston area is historically known for establishing educational opportunities, and was generally more progressive than other parts of the United States. Even in Boston, educational opportunities for girls lagged a century behind what was available for boys, and beyond the Boston area, this gap would have been even more significant. This extended time period in which boys had more access to education than girls contributed to a deepening gender divide.

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Literature specifically written for African American children was first published in the late 1800's (Harris, 1990). Literature that is considered to be "classic" or "canon" heavily centers while, male authors, and is not inclusive of other groups, especially Black authors and literature for Black children. The establishment of this cannon creates cultural value for white and privileged experiences, thereby excluding other races, and underserved groups.

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In the twentieth century there was a continual and steady increase in the availability of literature by Black authors and for Black audiences (Harris, 1990). The Brownies Book by W.E.B. DuBois represents a shift toward authentic representation of the Black experience. In 1941, the publication of Golden Slippers is significant because the story portrays ordinary life rather than a morally elevated story, or a highly caricaturized depiction of African Americans. This shift matters greatly because it is the beginning of inclusive literature and authentic voices, in sharp contrast to Black 🤬 and Birth of a Nation.

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Literacy rates increased due to the expansion and availability of resources such as periodicals and magazines which were incredibly formative for adult education and ongoing literacy skills (Kaestle, 1988). The expansion of these materials was foundational to the development of topics made available in literacy sources, moving forward from eras that were limited to career readiness and spiritual formation. This shift is significant because broader topics mean greater inclusivity of voices, experiences and people.

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Topics in serial publications became more diverse especially in the late 1950s through 1970s. In 1958 the Supreme Court protected the production of gay publications. In the 1960s and 1970s feminist works steadily increased (Kaestle, 1988). The diversity of ideas introduced to a culture increases discourse, forces conflict and encourages informed resolutions. This cycle of ideas, conflict and discourse is a good thing because it brings to light topics connected to people who have been othered and excluded, and disrupts the stability of those who have remained comfortably centered and privileged.

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In 1917 reading instruction is included as part of the progressive education movement, and Thorndike hints at the expansion of content and reading materials (Thorndike, 1917). The emphasis on silent reading instruction may initially seem odd, but when considering the context, it begins to make sense. Prior to this shift, reading instruction was often facilitated by rote recitation aloud in whole group settings. Thus, these ideas indicate movement forward and the expansion of ideas, and a critical thought towards the past. This interest in improving instruction demonstrates the willingness to try new things and be inclusive of new ideas rather than just blindly plowing on with methods of the past.

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In the late 1890s and early 1900s, publications designed for specific groups became more common. Rural farmwives became the recipients of a agricultural advancement program which sought to make farming a more productive and more satisfying vocation (Weber, 1993). Between 1902 and 1906, five bulletins were mailed annually and covered topics ranging from scientific explanations of agricultural techniques to self reflection prompts designed for farmwives. These publications invited dialogue, which formed what moderns times might describe as a virtual community, unifying the experiences of women who might otherwise feel truly isolated as people and farm workers. This brief, but impactful publication is significant because it reached out into the fringe communities, shifting attention and resources from the commonly dominant narratives and towards those who had not before been intentionally and thoughtfully included.