Teachers' Perspectives on a Multisystem-Based Collaborative Literacy Ecosystem for Supporting Early Reading Development

Abstract

Early reading is a foundational competency supporting children's academic development and lifelong learning. However, current literacy initiatives often remain school-centered, resulting in limited collaboration among families, communities, and broader educational stakeholders. This study explores how teachers perceive the development of a collaborative, multisystem literacy ecosystem designed to support early reading in elementary schools. Employing a qualitative exploratory design, data were collected from 25 Grade 1 and Grade 2 teachers in Lamongan, East Java, Indonesia, through in-depth interviews, focus group discussions, classroom observations, and document analysis. Using the interactive analysis model of Miles, Huberman, and Saldaña, five interrelated themes emerged: teachers' perspectives on early reading, family support, school literacy culture, community participation, and teachers acting as connectors across educational systems. Drawing on Bronfenbrenner's bioecological perspective, this study proposes a Collaborative Multisystem Literacy Ecosystem that positions teachers as vital links across these environments. The findings provide a conceptual foundation for developing coordinated, sustainable literacy initiatives to advance early reading acquisition.