This literature review focuses on engaging communities in children and young people’s learning, in particular establishing engagement between early childhood education and care (ECEC) settings, schools, teachers, and library services to promote literacy/digital literacy and numeracy (LDLN) development in the community. The literature evidences the adage that ‘it takes a village to rear a child’. The concept of community engagement is complex and recognises that such engagement is a reciprocal process underpinned by “the aspirations, concerns, needs and values of citizens and communities … in policy development, planning, decision-making, service delivery and assessment; and by which governments … involve … communities and other stakeholders in these processes (United Nations, 2005, p.1). We therefore recognise that community engagement is a two-way process.