Multisensory and Gender-Diverse Books in ECEC and Schools: A Scoping Review

The pursuit of diverse formats and content in children’s literature is an ever-expanding effort aimed at better serving the diverse spectrum of children in learning environments. Multisensory learning, especially in the context of multisensory reading, offers substantial potential to enrich the learning experiences of diverse children. Concurrently, gender emerges as a significant variable influencing multisensory engagement. When examining children’s literature, we delve into the importance of its content and the need for diverse representation. This scoping review focuses on gender as a central reference point and systematically explores the existing literature concerning multisensory texts ( n = 5), gender-diverse texts ( n = 26) and their intersection. Through both quantitative and qualitative reporting, this review provides a comprehensive overview of the characteristics and emerging themes within the included studies, which investigate the concepts of gender, multisensory reading and texts, and gender-diverse texts in early childhood education and care (ECEC) and school settings published between 2000 and 2023.

• The search results reveal a positive trend in peer-reviewed academic literature, with a notable scarcity of articles in prong one (multisensory texts and gender) indicating a research gap, while the increasing publications in prong two (gender-diverse books and gender) reflect growing scholarly and practitioner interest, showcasing a diverse balance of quantitative and qualitative research types, albeit with a focus on English texts and dominance by North American researchers.• Existing literature on gender and multisensory texts lacks clarity and direct exploration, focusing on binary gender distinctions and revealing a significant gap in understanding.However, studies suggest pedagogical prospects, discussions on diversity and inclusive design, exploration of catering to children's needs and a shift towards a sensory-reading approach, emphasising the need for further research on gender's role in technology-based multisensory materials and innovative opportunities for enhancing learning experiences.• Exploring the intersection of gender and gender-diverse-themed stories involves navigating complex concepts, where recognisability challenges traditional gender norms and the framework highlights literature's role in reflecting diverse human experiences.The integration of gender diversity and queer children's literature into education is seen as a starting point to enhance learning experiences for individuals of various genders through inclusive curriculum, pedagogical considerations, safe learning environments and active stakeholder participation.

Introduction
Some families have two moms or two dads.
There are lots of different ways to be a family.Your family is special no matter what kind it is.(Parr, 2003, pp. 15-16) Children's stories that focus on diversity, utilise multisensory formats and discuss gender have become increasingly important in education (Varga-Dobai & Wilson, 2008).This study examines the body of literature exploring diversity, gender and multisensory books, and is important for gaining a comprehensive understanding of the accommodations, potential and opportunities offered by such content, format and approaches to reading.It is grounded in a focus on inclusivity rather than deficits.We employ a scoping review methodology, divided into two prongs.The first prong explores the existing literature on multisensory texts and gender.The second prong focuses on gender-diverse texts.Finally, we examine the manner in which gender functions as the central point of intersection between diversity-centric stories and multisensory texts.Diversity is a multifaceted concept that encompasses both the act and the quality of embracing individuals from various social and ethnic backgrounds, as well as different genders and sexual orientations.In today's increasingly globalised and interconnected world, diversity is more important than ever (Müller, 2021).A good example of diversity in children's literature is Parr's picturebook (The Family Book, 2003), which uses colourful illustrations and simple language to convey complex ideas about diversity and acceptance to young readers (Vose, 2007).The term 'picturebook' (used throughout this study) refers to a specific form of children's literature that underscores the interaction between textual elements and images, enhancing the overall storytelling experience (Nikolajeva, 2012;Nodelman, 1988).
The promise shown by the diverse formats in children's literature, especially those that incorporate multisensory opportunities, is highlighted by recent research, demonstrating the advantages of such approaches in educational settings (Bøg et al., 2021).
Studies have shown that multisensory integration, which entails the combination of various sensory affordances, plays a critical role in early childhood education (Neuman et al., 2017).This concept is further supported by the transition from print to digital media in children's literature, underscoring the importance of multisensory engagement (Courage, 2019).
This two-pronged scoping review sets out to use gender as a foundational lens through which to map out the scholarly dialogue on multisensory reading, with a particular focus on the variety of literature formats available.In addition, it maps the scholarly dialogue on gender-inclusive children's literature and seeks to identify any overlap that may exist between these bodies of literature.No previous reviews have explored this specific area of enquiry, and this research gap is addressed by this scoping review.Therefore, this study endeavours to measure the scope of existing research in these distinct domains and to explore how gender might illuminate their convergence and significance.

Diversity and inclusion
Inclusion is a key component of holistic education for children and youth (Miseliunaite et al., 2022), as emphasised by the Organisation for Economic Co-operation and Development (OECD) in their report on promoting inclusive education for diverse societies (Cerna et al., 2021).Education should not only be about academic knowledge but also about preparing pupils to be active, engaged and empathetic members of a diverse society.In this context, inclusion encompasses the representation of gender and gender diversity to reflect contemporary society (Anaelom & Onwuatuegwu, 2021).Children's literature plays a significant role in shaping and influencing young minds.It is through books that children are introduced to the world, its people and its various cultures, and ideas of diversity and inclusion should be integrated into these books (Houdyshell & Martin, 2010).When children encounter characters from diverse backgrounds in the stories they read, it helps them develop empathy and understanding for those who may be different from themselves (DeLeón, 2002;Heflin & Barksdale-Ladd, 2001).Gender-diverse children's literature, also referred to as LGBTQ-themed stories, is particularly important for this inclusivity.By presenting a wide range of gender identities and expressions, literature can help break down stereotypes and encourage children to explore their own identities.It can also promote a society where individuals of all gender identities are accepted and respected (Gülgöz et al., 2022).Consequently, there is a need for greater attention to the diversity of content in children's literature provided in early childhood education and care (ECEC) and school settings (Pastel, 2019).This can be achieved by ensuring that books in educational settings feature characters and stories that represent a wide range of backgrounds, genders and experiences.This not only benefits individual children in their personal growth but also contributes to a more inclusive and understanding society as a whole.

Multisensory affordances
In addition to content diversity, it is important to consider the many ways in which children's literature can be harnessed to create meaningful experiences, including its potential to engage the senses.The relationship between literature and sensory experiences is an important aspect of childhood development and education.Different formats and styles of children's literature present unique opportunities for sensory immersion, a phenomenon that wields a substantial influence on children's direct encounters and their ability to remember significant events (Varga-Dobai & Wilson, 2008).The intensity of sensory memories has been found to be linked to the significance children attribute to their first-hand experiences (Beery & Jørgensen, 2018).Children, while engaging in play and exploring the world of children's literature, actively contribute to these experiences, and their sensory encounters play a significant role in how children remember meaningful experiences (Linzmayer et al., 2013).These experiences can involve tactile sensations, visual stimuli, auditory cues and even olfactory elements and gustatory affordances, making reading a truly multisensory experience.Therefore, senses are powerful conduits for learning and creating lasting impressions (Eroğlu et al., 2021), and sensory experiences play a pivotal role in the formation of memories and in the overall development of children.When children engage with literature through multiple senses, it enhances their cognitive and emotional connection to the material, making it more memorable and meaningful.The interplay between literature and the senses is a rich and fertile ground for exploring how children's engagement with books and stories can impact on their growth and understanding of the world around them (Poveda, 2019).By incorporating sensory elements, authors and illustrators can create immersive worlds that captivate young readers, drawing them into the narrative in a way that fosters curiosity and a deeper connection with the story's characters and themes (Marsh, 2019).This dynamic relationship between literature and sensory perception opens up new avenues for enhancing the educational and developmental potential of children's literature.By harnessing multisensory stimulation in young readers, we can create a more engaging and enriching reading experience, where children not only learn from the content but also fully immerse themselves in the worlds that books offer (Isbell et al., 2004).This enhances their cognitive development and may foster a lifelong love of reading and learning (Strommen & Mates, 2004).
Therefore, if the potential value of multisensory experiences creates memories and experiences that are impactful to children's development (Beery & Jørgensen, 2018;Eroğlu et al., 2021) and gender diversity-themed books allow the readers to experience 'otherness' (Blackburn & Buckley, 2005), diversity and inclusion (Koss, 2015), then it is pertinent to examine how gender, multisensory books and gender-diverse books intersect to enhance the reading experiences of children and youth.

Gender as the nexus
Gender considerations are a crucial aspect of research involving children (Connolly, 2017).Gender has typically been considered a variable of interest within research, with findings compared across binary classifications of gender to determine whether observed effects are the same for boys and girls.However, such a restrained consideration of gender in the study of children's development is, today, inadequate (Blakeman, 2020).
Drawing on a prior ethnographic study conducted in an English urban primary school with children aged five to six, Connolly (1997) argued that the constructs of race, gender and childhood are not inherent or predetermined.Instead, these dimensions are socially constructed, taking on specific characteristics and forms unique to their particular contexts.They are influenced by the times and places in which they are situated.There is no universally defined 'template' for 'race, gender, or childhood', as these concepts exhibit variations contingent on the specific 'social, political, and economic forces' at play within any given context (Connolly, 2017, p. 104).Although Connolly adopts a binary perspective on gender, distinguishing between 'boys' and 'girls,' he still asserts that identities related to race, gender and childhood are neither uniform nor unchanging.
The representation of gender in picturebooks and children's books has historically been quite limited (Houdyshell & Martin, 2010).Even in prestigious awards for children's literature like the Newbery Medal, there is often a lack of congruence in representing gender, race and disability diversity among the characters, and many children's books tend to reinforce gender stereotypes (Lewis et al., 2022).Consequently, there is a lack of diverse characters in these books, which are essential for children with diverse identities and from diverse contexts to relate to (Koss & Paciga, 2020).Readers develop empathy and gain a deeper understanding of individuals from various backgrounds when they are exposed to diverse representations (DeLeón, 2002;Heflin & Barksdale-Ladd, 2001).This exposure fosters empathy and enhances children's comprehension of both others and themselves.Kneeskern and Reeder (2020) conducted a study that delved into the effects of fiction literature on children's perceptions of gender stereotypes and found that a counter-stereotypical protagonist in a multi-chapter book can result in significant shifts in children's beliefs regarding gender stereotypes.This research underscores the subtle yet potent influence that literature exerts on children's attitudes and beliefs, particularly when they encounter characters in children's books that defy stereotypical norms.This testifies to the transformative potential of children's literature as a means of fostering openness in young minds (Kneeskern & Reeder, 2020).
The second focus of this study, multisensory books, prompts the examination of the influence of gender on sensory perception and reading.Several studies, including research on sensory reading (Kucirkova, 2022) and sensory engagements (Kucirkova & Kamola, 2022), have revealed important insights into the incorporation of senses in children's stories.Additionally, scientific literature has highlighted sex-related differences in olfactory sensitivity, with females typically demonstrating greater olfactory acuity compared to males (Pfabigan et al., 2022).Research conducted among both children (Ganapathi et al., 2015) and adults (Mashhood et al., 2018) indicates that gender is a significant variable influencing preferences and the effectiveness of a multisensory approach.It is, therefore, interesting to investigate the extent to which gender is considered when children are provided with opportunities to enhance their reading experiences through multisensory engagement.
This exploration could provide insights into potential disparities in sensory experiences among children of different genders and provide a better understanding of how these disparities may impact their overall reading engagement (Eroğlu et al., 2021).Exploring a possibly multifaceted relationship between gender, multisensory perception and reading experiences could contribute to more inclusive and effective educational practices, with a focus on accommodating diverse sensory preferences and optimising children's reading experiences.

Theoretical background
This section showcases the relevant literature and theories surrounding multisensory reading and gender diversity within children's literature.Following this, we align our research with the framework of critical sensory-multimodal literacy, which guides our approach in presenting and interpreting the extant literature included in this scoping review.

Multisensory reading in children's literature
Multisensory reading 'brings together and targets all six human senses -vision, hearing, touch, smell, taste and proprioception' (Kucirkova, 2022, p. 4).This concept is grounded in the idea that multisensory learning provides a more efficient method of learning when contrasted with unisensory or single forms of engagement (Shams et al., 2011;Shams & Seitz, 2008).This is based on the belief that 'multisensory facilitation can harness educational benefit' and convey information more expediently than learning through a single sensory channel (Jordan & Baker, 2011, p. 211).
The sensory dimensions of reading (including smell, taste and body position) have potential implications for developing reading for pleasure; they also affect research and are frequently underemphasised (Kucirkova, 2022).Sensory reading focuses on the prospect of multisensory benefits while emphasising a departure from mediumand mode-centric reading studies.Furthermore, Kucirkova (2022) contends that such studies can limit the potential of digital reading while promoting the dominance of visually oriented print-based reading.
Sensory reading is not a proposal for a completely new framework for examining all aspects of reading or for remedying the shortcomings of traditional book or digital reading.Instead, sensory reading surpasses the traditional classification of print versus digital reading by highlighting the fusion of reading experiences in which readers actively engage their senses with texts (Kucirkova, 2022).This reduces the overemphasis on dominant reading modes, specifically linguistic and visual elements, in early childhood reading.Studies that concentrate on adults (e.g., Laurienti et al., 2006) and children with special needs (e.g., Maliki & Yasin, 2017) have notably featured multisensory engagements (Morgan, 2012;Pagliano, 2012).
Recent research has also explored sentient and sensory approaches to participation, creation and engagement with various modes (Rowsell & Shillitoe, 2019) and embodied literacies through comedy and improvisation as forms of literacy practices (Lenters & Whitford, 2018).These examples illustrate the potential offered by the multisensory aspects of learning and, by extension, multisensory reading, encompassing sensorial and embodied elements.
Using a child-centred participatory research design, the sensory engagement of children in early childhood settings has also been investigated (Kucirkova & Kamola, 2022), where the predominant emphasis on visual experiences was challenged and sensory aspects like smell, taste and body awareness were found to hold promise in children's stories.It is, therefore, interesting to explore the potential of engaging multiple senses in reading with young children and to assess how gender has been explored in relation to multisensory reading.In this paper, we address multisensory texts as (multimodal) materials that offer multisensory affordances in children's literature.

Gender diversity in children's literature
The process of reading involves deriving meaning by forming connections between the text (Johnson et al., 2018) and individual experiences and identity (Ryan & Herman-Wilmarth, 2018).A fundamental principle in conversations about multicultural children's literature is that every child should have the opportunity to access books in educational institutions that mirror their cultural backgrounds and contemporary societies (Smolkin & Young, 2011).Literature can serve as either 'sliding glass doors' that allow readers to explore diverse worlds with curiosity and empathy, or as reflective 'mirrors' that echo readers' experiences and perspectives, thereby bolstering their self-esteem (Bishop, 1990).It is, therefore, important to explore how LGBTQ+ narratives and themes have been incorporated into children's literature.
Recent research has provided evidence supporting the idea that the way diversity and diverse gender identities are represented in children's literature significantly impacts how readers view those identities (Malins & Whitty, 2022).In particular, narratives that portray positive relationships between majority and minority children can improve certain attitudes, such as positive intergroup relationships between different groups (Aronson et al., 2016).Inclusive gender representation in literature has beneficial outcomes for children's self-esteem and leads to more adaptable perspectives on gender roles (Ochman, 1996;Trepanier-Street & Romatowski, 1999).Currently, the positive impact of diverse representation is seen as a starting point for further research rather than a matter of debate (Vaandering & Rosenzweig, 2023).
I know what it is like to be hated because of the skin you were born in, because of gender or sexual preference.I know what it is like to be made to feel unworthy, disregarded, to have one's experiences devalued because they are not the experiences of a dominant culture.(Woodson, 1998, p. 37, as cited in Smolkin & Young, 2011, italics added for emphasis) Children's literature, and picturebooks with gender-diverse representation in particular, can function as a springboard for both adults and children to gain deeper insights into various identities and relationships (Malins & Whitty, 2022).Picturebooks provide opportunities to engage with children in conversations about contemporary societies and the variety of people who inhabit them.It seems that discomfort or avoidance in discussions about gender and sexual diversity is more prevalent among adults than children (Malins & Whitty, 2022).Therefore, it is important to emphasise the use of children's literature as a launching pad for conversations about diversity.In this paper, we use the terms 'gender-diverse texts' and 'LGBTQ-themed stories' to refer to narratives, stories and books with gender-diverse characters in children's literature.

Critical sensory-multimodal literacy
We align our research with the theoretical framework of critical multimodal literacy (Ajayi, 2015), building upon the foundations of critical literacy (Freire & Ramos, 2017) and multimodal literacy (Bezemer & Kress, 2008;Kress & Jewitt, 2003).Critical multimodal literacy theory represents an approach aimed at comprehending and dissecting how individuals, when engaging with multimodal texts, extract and construct meaning.In terms of contextualising critical literacy in this article, we blend Freire's (2000) concept of pedagogy for marginalised and minority groups.To better align with the concepts of children's literature and childhood, we examine James and Prout's (1997) theory of childhood as a social construct.This approach allows us to consider interaction with multisensory children's literature as a social construct, rather than as a straightforward, innate or biological process.Additionally, we incorporate queer theory (Butler, 1990(Butler, , 1993) ) to further enhance and critically analyse literature that creates space for flexible identities and diverse representations.Hence, critical sensory-multimodal literacy provides an opening and potential for a more comprehensive exploration and representation of children's literature in various modes and formats with gender-diverse themes and stories designed for children.
In this article, our focus centres on the interplay between different modes present within children's texts and the representation of diversity within children's literature.We explore how these elements can harmoniously converge within the process of meaning-making for children.Additionally, we aim to broaden our understanding of multimodal literacy by investigating how sensory elements offer an alternative perspective within the broader context.The broadening of the notion is linked to sensory reading (Kucirkova, 2022) and the concept of 'literacies of immanence,' which revolve around the embodied multimodal practices emerging from the sensory interactions of children and young people (Pool et al., 2023).

The scoping review method
This study explores how gender, as a demographic variable of interest, connects the format of multisensory texts and the content of gender-diverse texts.Using the scoping review method and in accordance with the above-mentioned theoretical perspective, our research questions are: 1. What is the extent of the existing literature on gender and multisensory texts in ECEC and schools? 2. What is the extent of the existing literature on gender and LGBTQ-themed books in ECEC and schools? 3. Is there an overlap in the literature on LGBTQ-themed books, multisensory texts and gender in ECEC and schools?

A two-pronged scoping review
A scoping review is an initial evaluation that seeks to determine the range and extent of the available research literature.Its primary purpose is to discern the characteristics, quantity and types of research evidence (Grant & Booth, 2009;Munn et al., 2018), while also pinpointing any existing research deficiencies.Unlike other review methods (i.e., systematic review and meta-analysis), it does not entail assessing individual study quality or bias risk (Munn et al., 2018;Peters et al., 2015).This study is a two-pronged scoping review, in which one prong is dedicated to addressing RQ1 (focusing on multisensory texts and gender) and the other to addressing RQ2 (focusing on LGBTQ-themed books and gender), with a subsequent analysis exploring any common ground between them.This scoping review adheres to the JBI methodology for scoping reviews (Aromataris & Munn, 2020) and the Preferred Reporting Items for Systematic Reviews and Meta-analyses with extension for scoping reviews guidelines (PRISMA-ScR) (Tricco et al., 2018).The scoping review protocol was registered on the Open Science Framework Registry in November 2022 (Gacumo et al., 2022).

Search strategy and study selection
We employed a comprehensive search approach, involving several stages.Initially, we conducted an exploratory search in ORIA (oria.no), a search engine that provides access to academic resources from Norwegian libraries, to identify articles related to our core research themes.The text elements in article titles and abstracts, along with their indexing terms, were used to develop the search strategy, which was then applied to ERIC, Web of Science, Social Science Premium Collection-Dissertations and Theses, and Academic Search Ultimate databases (n = 4).During the database search process, the selection criteria ensured the inclusion of the abstracts and accompanying keywords presented in English.This approach was deliberately chosen to match the linguistic proficiency of the research team.While the criteria for inclusion did not limit the original publication language of the works, the queries conducted were exclusively in English to accommodate the researchers' language skills, ensuring coherence and accessibility in the research process.
Our search string for prong one includes the following terms: AB (sensor* OR multisens* OR sense OR "multi-sens*" OR multimodal*) AND AB (literature OR book* OR read*) AND TX (child OR toddler OR student OR pupil OR school OR pre-k OR kindergart* OR ECEC OR daycare OR day-care OR "day care") AND TX (gender).This literature search strategy was supported by the expertise of the librarians at the University of Stavanger, Norway (see Appendix A for the detailed search strings for both prongs).
This search strategy identified a wide variety of study types, all of which were included for initial screening.These included both quantitative and qualitative designs, as well as grey literature such as reports, policy documents, working papers, newsletters, theoretical papers and opinion pieces.Quantitative studies included experimental and quasi-experimental designs, as well as surveys, questionnaires and any other quantitative methodology.Qualitative studies included case studies, phenomenology, autoethnography, action research, observations and interviews.The searches were conducted in April 2023.
After the systematic search, all items for prong one (n 1 = 1,959) and prong two (n 2 = 1,794) were imported into EndNote 20.1 (Clarivate Analytics, 2021), and any duplicate entries were removed.The resulting databases for both prongs (n 1 = 1,661; n 2 = 1,324) were uploaded into the JBI System for Unified Management, Evaluation, and Review of Information.Titles and abstracts were independently reviewed by two of the authors and checked against the following inclusion and exclusion criteria:

Data extraction
The full text of the items that successfully passed the title and abstract screening (n 1 = 25; n 2 = 58) was obtained and carefully screened against the inclusion criteria.This assessment was also conducted independently by two of the authors.Any differences in opinion between the reviewers during this screening process were resolved through discussion until a consensus was reached.This multi-stage screening process ultimately led to the inclusion of five items for prong one (see Figure 1) and 26 items for prong two (see Figure 2).The relevant data were gathered from the included items using a data extraction template designed by the reviewers.The template lists the details of the article and/or text, the methods for data collection and analysis, the description of the variables of interest such as gender, multisensory and gender-diverse, the characteristics and sample size of the participants, and the description of main results or main ideas gleaned from the included texts (see Appendix B).
Minor modifications were made to the data extraction template proposed in the protocol (Gacumo et al., 2022) to better suit the evolving requirements of the scoping review.The final set of included items in the scoping review consisted of five items for prong one and 26 items for prong two.These items represented a diverse range of empirical research and theoretical papers published across various media sources.To analyse and present the findings for this scoping review, we followed the methods outlined in recent guides for conducting scoping reviews (Aromataris & Munn, 2020).

Data analysis and synthesis
We present the findings using written descriptions and visual aids.Given the small total numbers for both prongs, we manually conducted data organisation and analysis in Microsoft Excel.We utilised counting to compile data, resulting in frequency graphs that offered a broad overview of the included studies categorised by publication media, publication year, study type, publication by continent/region and method used (see Appendix C for the list of included items).Additionally, we tallied and organised key concepts and terms found in the titles, abstracts and conclusions of the included materials.We then grouped and visually represented the emerging categories and themes.

Limitations
Following established best practices for systematic scoping reviews (Aromataris & Munn, 2020;Tricco et al., 2018), we developed focused and well-defined research questions, and then thoroughly explored those questions across multiple databases.We can, therefore, be confident that, within the parameters of our research questions and scope, we have systematically identified the most relevant literature in this domain.Nevertheless, we acknowledge the constraints of our study design.
We recognise the possibility that different search terms could potentially uncover pertinent materials, and that different databases may provide additional relevant items.While the range of publication dates in the included materials indicates that commencing the inclusion process earlier would not have significantly increased the relevance of findings, the ever-evolving nature of research in this field suggests that there is a likelihood of more relevant studies emerging after the date we conducted our searches (April 2023).
The limited number of included items indicates a scarcity of direct references to the relationship between gender, multisensory texts and gender-diverse texts.However, there is ample potential for further investigation into the intersection of multisensory texts enriched with diverse content, as exemplified by Castelini et al. (2018).This suggests promising directions for future research.

Results
The overall number of included items highlights a substantial disparity between the two prongs.Prong one, focusing on gender and multisensory reading and texts, had only five included items, underscoring a significant gap in this area.In contrast, prong two, focusing on gender and gender-diverse texts, included a larger number of items (26).

Characteristics of the included studies
The gender and multisensory texts prong of the study (prong one) solely included academic journals, and the five included studies were evenly spread between 2008 and 2019.Only two categories of study types were identified, with three quantitative studies (experiments) and two qualitative studies (reported as multi-method).The items were published in Europe (specifically Greece and the UK), Asia, North America and South America (see Figure 3).In contrast, the gender and gender-diverse texts prong of the study (prong two) encompassed a wider array of publication media, including academic journals, feature articles, editorial articles, dissertations and reports.A consistent growth in publications since 2014 was evident, totalling 23 items to date.There were 13 qualitative designs, 10 meta-summaries, and three quantitative studies, covering the methods of 'literature review', 'content analysis', 'discourse analysis ', 'quasiexperiment', 'student rating', 'interview', 'ethnography', multimethods' and 'experiment'.The included studies in prong two were conducted in three regions, predominantly North America, followed by Oceania and Europe (see Figure 4).Both search results indicate a promising trend in peer-reviewed academic literature, reflecting scholars' commitment to quality and rigorous evaluation of published studies.The scarcity of prong one (multisensory reading and gender) articles over the years highlights a gap that researchers can explore, whereas the growing number of publications in prong two (gender-diverse books) reflects increasing scholarly and practitioner interest.Both prongs demonstrate a diverse balance of quantitative and qualitative research types, showcasing scholars' flexibility in using various research formats.The regional distribution of recorded items is notable, although it is important to consider that the search focused on English texts, potentially missing non-English publications.North American researchers dominated both prongs.

Emerging themes
To gain a more comprehensive understanding of the relevant literature related to the two main concepts under examination, an analysis of the key concepts and recurring terms in the titles, abstracts and conclusions of the included items was conducted.

Themes
Examples (italics added for emphasis) Theme identified in: Pedagogical opportunities 'A pedagogical method of interest for teaching and learning that uses all possible human senses to capture information from the environment that surrounds us and interrelates these data in order to form complete multisensory knowledge' (Castelini et al., 2018, p. 51) 'Call for educators to develop curricula and pedagogy which enable children to build on their digital funds of knowledge' (Levy, 2009, p. 89) Castelini et al., 2018Levy, 2009Ma & Wei, 2016Manoli & Papadopoulou, 2013Scheffel et al., 2008 Technologybased materials as helpful tools 'Children read screen texts and how this understanding can influence the teaching of reading within the digital culture in which children live today' (Levy, 2009, p. 85) 'E-books feature various functions for sensory stimulation of readers and provide diverse levels of value in education and teaching' (Ma & Wei, 2016, p. 1925) Castelini et al., 2018Levy, 2009Ma & Wei, 2016Scheffel et al., 2008 Multisensorial aspects through interventions and scaffolding 'If sensory stimuli provided by numerous picturebook media forms design can be employed effectively, children's concentration performance can be enhanced' (Ma & Wei, 2016, p. 1935) 'Supports the multisensory education to increase proficiency' (Scheffel et al., 2008, p.151) 'Teaching interventions that instruct and aid students in grasping meaning from multimodal texts' (Manoli & Papadopoulou, 2013, p. 38) Castelini et al., 2018Levy, 2009Ma & Wei, 2016Manoli & Papadopoulou, 2013Scheffel et al., 2008 The significance of inclusive design in multiformat books as 'cultural artefacts' lies in their ability to foster essential dialogues about ethnic-racial diversity and inclusion (Castelini et al., 2018).This approach not only encourages critical thinking but also nurtures gender and racial identity affirmation from an early age.It underscores the importance for educators of utilising technology to disseminate resources focused on inclusivity in early education settings.Conversely, technology plays a crucial role in enhancing students' understanding of multimodal texts in language learning, especially when these materials engage different senses (Levy, 2009;Scheffel et al., 2008).The findings underscore the necessity for pedagogical interventions facilitated by technology to bridge gaps in students' familiarity with these multisensory texts, highlighting the potential of technology to facilitate meaningful learning experiences.
In alignment with Levy's (2009) assertions, the influence of various media formats in picturebooks on students' concentration has been accentuated, with specific recommendations for media choices tailored to grade levels and gender, as indicated by Ma and Wei (2016).This highlights the substantial impact of technology-driven selections on students' focus and academic achievements, emphasising the pivotal role of technology in shaping the educational environment (Scheffel et al., 2008).The exploration of gender differences becomes particularly intriguing when considering how children respond to the multisensory capacities of the picturebook format (Ma & Wei, 2016).Furthermore, the impact of digital books on young children's perceptions of reading can be thoroughly examined (Manoli & Papadopoulou, 2013).It emphasises the potential of technology-enabled books that encourage sensory engagement, boosting children's confidence and reading skills, while advocating for the strategic use of multimedia to enhance young readers' literacy experiences.'We need to find the best books available and pressure publishers to make diverse stories available to us' (Altobelli, 2017, p. 13) 'Support educators to apply a critical lens to evaluate gender stereotypes in books they select to share with children' (Adam & Harper, 2023, p. 470) There is a strong consensus in the literature that ECEC and school curricula should encompass a more extensive and flexible array of high-quality materials that highlight LGBTQ narratives and characters.This approach seeks to challenge traditional gender roles and heteronormative viewpoints (Burton, 2020;Crawley, 2017;Dallacquaa & Low, 2021;Hartman, 2018;Kneeskern & Reeder, 2020;Knoblauch, 2017;Leung & Adams-Whittaker, 2022;Maher, 2018;Morgan & Kelly-Ware, 2016;Snow et al., 2018;Van Horn, 2015).One of the prominent aspects of this recurrent theme revolves around the diverse functions of children's literature in the context of early childhood education and the advancement of diversity through inclusive curriculum.
The focus is on underlining the constraining characteristics of conventional Western early childhood education and underscoring the importance of fostering children's gender literacy skills through the utilisation of picturebooks (Burton, 2020).Drawing on Judith Butler's (2004) concept of recognisability, Burton's (2020) essay contends that gender, as a social construct, is amenable to challenge through story-time activities and should, therefore, incorporate literature featuring non-conforming gender characters.Additionally, a case study focused on LGBTQ-inclusive picturebooks published by independent creator Olly Pike (Leung & Adams-Whittaker, 2022) explored their potential to instil diversity and inclusion in educational settings.Seven key themes related to diversity, inclusion, daily life, anthropomorphism, stereotypes and overarching educational objectives have been identified, highlighting the capacity of LGBTQ-inclusive literature to promote social and emotional learning skills, create a sense of belonging for LGBTQ students and educate all students on the values of diversity and respect (Leung & Adams-Whittaker, 2022).Van Horn (2015) explored significant moments within a second-grade book club's literature discussions, where questions and reflections on gender norms and family structures emerged from a story about two mothers, who are married to each other, raising children.This supports the role of introducing LGBTQ-inclusive children's literature to primary school-aged pupils, facilitating meaningful conversations about diverse family structures and promoting understanding.Pedagogical considerations that foster acceptance among a diverse student body, including individuals from various cultural, racial, family and gender backgrounds, are significantly influenced by teachers (Crawley & Donovan, 2020).Gender identity formation typically occurs by the age of five and literature, especially picturebooks, can be effectively employed by educators to challenge prevailing gender stereotypes and heteronormative norms (Evans et al., 2017).This not only helps children grasp and appreciate the diversity of gender but also contributes to promoting educational equity and justice within their learning experiences (Evans et al., 2017).In a related context, Möller's study (2020) adopts a social justice perspective to investigate responses to LGBTQ-inclusive children's literature within elementary (primary) school settings.It underscores the vital role of literature in confronting stereotypes, fostering respect and encouraging action for social justice and equity.The research emphasises the need to fully integrate authentic and representative LGBTQ literature into instructional practices, addressing the historical lack of inclusive representation of LGBTQ identities.This alignment with broader movements toward diversification and decolonisation in children's literature is pivotal for establishing a more inclusive and just educational environment.
In the context of establishing secure environments for children, a recent New Zealand study examines the significance of classrooms that embrace gender inclusivity (Lewis, 2022).This study underscores the contribution of literacy materials, such as children's literature, in shaping safe and welcoming spaces (Heineke et al., 2022) for students regardless of their gender identities.It also underscores the requirement for enhancing the professional development of primary school educators to proficiently incorporate gender-inclusive and LGBTQ-inclusive literacy resources, ultimately fostering gender diversity in the classroom (Soler-Quílez et al., 2022).This holistic approach aims to mitigate instances of bullying and enhance the self-esteem of gender-diverse children (Lewis, 2022).
In learning settings, the influence of policies on children is significantly shaped by various stakeholders, emphasising the key roles played by these individuals.It is of great importance to prioritise the promotion of children's agency and the acknowledgment of diversity, including LGBTQ students, who may not always be readily apparent but confront elevated risks (Adam & Harper, 2023).This can be achieved by giving precedence to representation and inclusivity across school libraries, classrooms and the school environment to establish a supportive and all-encompassing atmosphere for students (Altobelli, 2017).Wright's (2022) work underscores the adverse implications of Florida's 'Don't Say Gay' legislation, suggesting that it stigmatises LGBTQ individuals and disrupts developmentally appropriate educational practices, implying its discriminatory nature.

Gender and multisensory children's literature
In the literature reviewed that addressed the relationship between gender and multisensory texts, there was a lack of clarity and directness.The primary focus was on binary gender distinctions among study participants (Ma & Wei, 2016;Manoli & Papadopoulou, 2013;Scheffel et al., 2008) without comprehensively exploring how gender could influence the sensory aspects of reading multisensory texts.This highlights a noticeable gap in understanding the intricate interplay between gender and sensorial reading experiences.
Nevertheless, an analysis of the included items underscores three key points.Firstly, these studies shed light on the pedagogical potentials of employing multisensory texts and offer critical insights into their use.For instance, the theoretical framework put forth by Castelini et al. (2018), which advocates for fostering discussions on ethnic-racial diversity and inclusive design within 'multiformat' and 'multisensory' books, presents an intriguing perspective.Secondly, this approach explores how these materials could better cater to the needs of children in both binary genders in early childhood education and school settings.Finally, the encouragement to extend beyond visual modes of text consumption signifies a shift towards a more sensory reading approach (Kucirkova, 2022) and embraces the concept of literacies of immanence (Pool et al., 2023).
The pedagogical potential of technology-based materials, adapted to become multisensory resources, emerges as a compelling avenue for shaping and cultivating effective learning environments for children.However, there is a gap in research on what role gender plays in this arena, providing an opportunity for further research (Ma & Wei, 2016), especially in the context of multisensory reading.Lastly, rather than fixating on deficits, there is an imperative to explore and harness innovative opportunities that can render the learning experiences of children and young adults more contextual and meaningful.

Gender and gender-diverse children's literature
Although gender and LGBTQ-themed stories fall under the broader umbrella of gender-related concepts, exploring how these two concepts intersect and complement each other is a complex endeavour.Two key concepts that hold relevance in this exploration are Judith Butler's (2004) concept of 'recognisability' and the 'sliding glass doors' and 'mirrors' framework proposed by Bishop (1990).Recognisability, as articulated by Butler, is central to her examination of gender identity as a performative act, offering a means by which individuals can challenge traditional gender norms by refusing to conform to societal expectations.This concept has been instrumental in discussions about gender diversity, identity and the limitations of gender as binary.The 'sliding glass doors' and 'mirrors' framework emphasises the pivotal role of literature in reflecting and celebrating diverse human experiences and identities.It underscores that children's literature should not only affirm the reader's identity but also offer opportunities for exploration and understanding of the diverse world around them.
The four emerging themes: inclusive curriculum, pedagogical considerations, creating safe learning environments and fostering active stakeholder participation, are critical elements in shaping the comprehensive education of children and youth (Miseliunaite et al., 2022).The proactive evaluation and ongoing questioning of educational practices, along with advocating for marginalised voices, are key strategies for accommodating minority groups.Thus, we recognise that the integration of LGBTQ and queer children's literature into educational spaces is just the beginning of unlocking their potential to enhance the learning experiences of both young learners and adults of different genders.

Gender as the nexus
In examining the intersections of critical sensory-multimodal literacy, it becomes evident that the concepts of gender, multisensory texts and LGBTQ-themed literature do not overlap significantly.However, this lack of commonality presents an opportunity for more extensive and comprehensive discussion in the future.While there is limited research currently available in this domain, one promising study, exploring the intersection of diversity and multi-sensory books, was identified.Castelini et al. (2018) sought to amplify essential dialogues concerning ethnicracial diversity and inclusion by implementing inclusive design in multiformat books, which are recognised as cultural artefacts in educational and interdisciplinary contexts.Their approach substantially bolsters the critical aspect of diversity, enabling more profound engagement in critical and social justice discussions, as initially proposed by Freire (2000).This study not only enhances gender and racial identity affirmation from early childhood but also fosters critical thinking.
Moreover, it underscores the importance of exploring diversity within multisensory books featuring inclusive design, with a specific focus on the sensorial dimensions (Kucirkova, 2022).There is still a need for research exploring gender differences in multisensory reading experiences, especially when considering children's diverse responses to the multisensorial affordances of the picturebook format (Ma & Wei, 2016).
This exemplifies the potential for further exploration in this field.It illustrates how multisensory texts, enriched with critical content highlighting diversity and a closer look at gender differences, represent viable avenues for future research.Firmly rooted in a human rights perspective, Castelini et al. (2018) acknowledge the responsibility of diverse stakeholders in processes related to both exclusion and social inclusion and underscore the importance of having multisensory books that promote diversity.

Discussion and conclusions
This study explores multisensory texts and gender-diverse narratives within children's literature, offering an important exploration of the accommodations, potential and opportunities inherent in this specific content and format.The literature on multisensory texts emphasises pedagogical possibilities related to fostering inclusion, using technology-based materials as educational tools and incorporating multisensory aspects through interventions and scaffolding.The gender-diverse texts focus on promoting an inclusive curriculum by using high-quality books, taking pedagogical considerations into account, creating safe learning environments and involving stakeholders actively.While the connection between gender, multisensory texts and gender-diverse texts was identified, there is potential for future exploration of multisensory texts enriched with diversity-focused content from a critical perspective.
A common goal of these trends is the incorporation of diversity both in content and form in the field of children's literature and literacy education.The objectives of multicultural literature, postmodern children's books, and online texts are to promote difference and the integration of new approaches towards the way we view children both as subject matter and consumers of literature.(Varga-Dobai & Wilson, 2008, p. 2, italics added for emphasis) This scoping review maps the existing knowledge, concepts and ideas within the explored areas.By charting the landscape of these concepts and emerging themes, it supports the initiative of various stakeholders, from educators and school librarians to support staff, parents, communities and even policymakers, to conduct more comprehensive assessments of their respective learning environments.
The importance of diversifying our current content cannot be overstated.Embracing diversity in the representations of individuals, encompassing aspects such as ethnicity, gender, age and physical abilities, is necessary.A critical examination of these diverse representations is an imperative for stakeholders in learning environments.Expanding the range of text formats and venturing beyond predominantly visual inputs presents a more inclusive and accommodating approach for the benefit of all children.
In our ongoing pursuit of progress and the quest for improvement in our circumstances, it is fitting to conclude with the timeless wisdom of Maya Angelou (2014, p. 6): In diversity, there is beauty and there is strength.

Figure 1 .
Figure 1.PRISMA-ScR flow chart for item selection, screening and inclusion in prong one

Figure 3 .
Figure 3. Characteristics of the included studies in 'gender and multisensory texts' prong (n 1 = 5)

Figure 4 .
Figure 4. Characteristics of the included studies in 'gender and gender-diverse texts' prong (n 2 = 26)

Table 1 .
Inclusion and exclusion criteria

Table 2 .
Emerging themes in prong one: Multisensory texts and gender

Table 3 .
Emerging themes in prong two: Gender-diverse texts and gender