This study explores the social construction of gender perceptions among U.S and U.K. fifth grade students engaged in book club. Using a reader response framework, this study endeavors to discover how meaning is negotiated through print and film literacy, specifically related to gender. By using four Newbery and other award winning pieces of literature coupled with corresponding film versions of the text, this study considers the way media images play a role in the transaction of reading texts in the 21st century. Data show that students fill in the gaps of the literature with their lives as well as dominant media images, often resulting in conflicted understanding of gender. Findings argue for a literacy curriculum rich in student dialogue, in conjunction with a strong teacher scaffolding role in, order to encourage possibilities for cognitive changes from a critical literacy standpoint. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]