<![CDATA[Reading instruction of children’s literature in elementary schools plays a crucial role in developing literacy and supporting students’ character formation. However, educational practices reveal a gap between the didactic potential of children’s literature and its classroom implementation, as instruction remains focused on literal text comprehension. This study aims to explore trends in children’s literature reading instruction based on local culture from a didactic values perspective. The study employed a qualitative approach using an exploratory design based on a literature review. Data sources consisted of theoretical books and scholarly journal articles related to children’s literature instruction, local culture, and didactic values. Data were analyzed through thematic analysis to identify patterns and tendencies across previous studies. The findings indicate that children’s literature reading instruction is still dominated by technical orientations, while explicit exploration of didactic values has not become a primary focus. Local culture is generally used as a supporting context rather than as a reflective pedagogical foundation. Didactic values tend to appear implicitly in literary texts, with their reinforcement largely dependent on teachers’ initiatives. This study highlights the need for a shift toward a didactic and contextual approach to children’s literature reading instruction and proposes a conceptual framework that positions local culture as an interpretative medium to support meaningful value construction and character education in elementary schools.]]>
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