In recent years, literacy promotion initiatives have increasingly turned their attention to the very youngest children. Libraries host storytimes for infants, child health centres direct new parents to reading resources, and various organizations encourage families to begin reading aloud from the child’s first month of life. Despite this growing engagement, research on these practices remains limited. This book explores the emerging phenomenon of infant reading through extensive fieldwork and a theoretical framework informed by discourse theory and actor-network theory. It investigates how literacy practices aimed at babies are constructed, enacted, and negotiated across different contexts—highlighting the interplay of discourses, bodies, spaces, and materialities. Structured around three thematic parts, the book begins by examining how interactions between babies, books, and caregivers are shaped by discursive and embodied dynamics. The second part turns to the children’s section of the public library, analysing how spatial and institutional conditions support or constrain infant reading practices. The third part broadens the scope, focusing on how attachment discourses circulate in literacy campaigns and how the norms surrounding “good parenting” are interpreted and challenged by mothers in online forums. Combining ethnographic methods with discourse-analytical and posthumanist perspectives, this book offers new insights into the complex and affective practices that constitute reading with babies. It will be of interest to researchers and practitioners in library and information science, childhood studies, education, literacy studies, and cultural policy.