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According to Ludwig Von Mises (1949/1963), economics studies the causes and consequences of goal-directed action. Each of us seeks to improve our situations as we see it. But just how each of us perceives our situation, and what alternative ends and means we believe are available to us, depends crucially on the context.² Action is never without context but is instead undertaken by someone for something at a certain time and a certain place (Hayek, 1945).

In the “What’s Hot in 2019: Expanded and Interconnected Notions of Literacy” survey (Cassidy, Grote-Garcia, & Ortlieb, 2019), Early Literacy was identified as a “very hot” topic. This chapter addresses how literacy practices in homes and in schools contribute to early literacy achievement; neighborhood realities are acknowledged. A brief list of expectations for early literacy learners is discussed, and competencies not always found in standards lists are described. Examples of current community activism efforts are noted, and there is a call for literacy academics to speak out against inequities in literacy learning.