Young learners were observed in a summer literacy program at a southern university in order to identify and understand literacy entanglements and how they contributed to the way children developed literacy. Data collection consisted of observations, researcher journals with extensive field notes, and a collection of artifacts relating to children's literacy learning experiences. Turning to posthumanism, this research looked at the heart of literacy learning as it was illuminated in children's relations to the settings and spaces in which learning took place, as well as the multitude of materialities--both living and non-living--with which the young learners became entangled. "Thinking with Theory," the framework for the study's analysis process, consisted of "patchworking"--enabling various literacy entanglements to emerge and become carefully and intricately pieced together into data assemblages. Each of the five assemblages, derived from posthuman concepts, displayed numerous benefits to incorporating materialities, sound, movement, and a variety of learning spaces and experiences, as well as multicultural texts and culturally responsive pedagogy, into children's literacy instruction. This study extends posthuman research on children's development of literacy by examining additional actants that worked together to create literacy learning for young learners, thus providing relevant and useful pedagogical suggestions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]