Abstract
<jats:p>This section draws upon a theoretical framework that conceptualizes literacy as both a cognitive skill and a sociocultural practice embedded within an ecological cycle. The analysis encompasses the multi-layered roles spanning from family to society, with particular attention to the system structures outlined in Ecological Systems Theory as they pertain to the organization and perpetuation of literacy practices. The microsystem level addresses the roles of the family, home, school, and community. The mesosystemic level interprets literacy practices through the relational connections among microsystems, including family, school, social learning environments, and peer groups. At the macro level, the focus shifts to the construction of cultural identity and a sense of belonging. Collectively, these studies present literacy ecology as a system of mutual meaning production, integrated with daily life, supporting cultural identity and belonging, and requiring sustained continuity.</jats:p>