<![CDATA[This research is motivated by the importance of literacy culture in improving reading skills, understanding information, and developing students' learning habits in elementary schools. Literacy culture is not only related to reading and writing skills but also includes the ability to understand, think critically, and communicate information. In implementing literacy culture at school, teachers have an important role as facilitators, motivators, and mentors so that literacy activities can run optimally. This research aims to determine the forms of daily literacy culture carried out by teachers, the obstacles faced by teachers in implementing daily literacy activities, and the efforts made by teachers to overcome these obstacles at SD Negeri 042/VII Pekan Gedang II, Batang Asai District, Sarolangun Regency. This research uses a descriptive qualitative approach. The research subjects consisted of the principal, classroom teachers, and students who were selected using a purposive sampling technique. Data collection techniques were carried out through interviews, observation, and documentation. Data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The validity of the data was tested through triangulation of sources, techniques, and time. The results of the research show that the teacher's role in developing literacy culture is carried out through reading activities before learning begins, the utilization of reading corners and school libraries, and providing motivation to students to enjoy reading. The obstacles faced by teachers include limited collections of reading books, low reading interest among some students, and the presence of students who experience reading difficulties. The efforts made by teachers include providing continuous motivation, providing assistance for students who experience reading difficulties, and habituating literacy activities in the learning process.]]>
