This article discusses young women's reading practices and the social uses of literature for enabling gender equality that are present in those practices. Through a digital ethnography study where six young women collaborated as participants, I asked the data: How is literature, precisely its capacity to be used, conceived by young women readers in the search for gender equality? These women's reading engagements are tightly woven with a gender perspective. What are these readers embracing, and what are they rejecting by assuming a gender lens? By tracing these attachments and exclusions, I describe how books affect readers' perspectives and practices on their identities, their choice of authors, the cultural value of books, the social representations of books and reading as education. Participants' close and distant connections between the book and their desire for gender equality allow me to discuss the literature's pedagogical instrumentality and uselessness for achieving gender-inclusive literacy. Finally, I argue that a plural and non-functional approach to literature could offer young people heterogeneous and more creative forms to approach the challenge of gender equality.