“Literacy is everywhere!”: using digital technology to broaden how parents view the home literacy environment

Abstract Parent–child engagement in constrained (e.g., learning alphabet letters or sounds) and unconstrained (e.g., storytelling, defining words) literacy activities are central components of the home literacy environment. Unconstrained activities are particularly important for children’s oral language and support school readiness. Yet, many parents do not recognize that unconstrained activities can promote learning. This study examines whether an immersive tool can help parents recognize the importance of unconstrained activities and how to embed learning into everyday home routines. N = 76 middle- to lower-income parents of three-year-old children were randomly assigned to a control condition or immersive “literacy scavenger hunt” where they self-explored opportunities to engage in unconstrained activities within everyday routines. The scavenger hunt was associated with an increase in parents’ endorsement of unconstrained activities and verbal communication within parent–child interactions. Results are discussed in terms of intervention approaches that build adult capacity around supporting children’s early literacy.