All children are placemakers (Chawla, 1992). While we know that a child's sense of place is linked to a sense of belonging (Brillante & Mankiw, 2015), the implications of placemaking in the lived experiences of child readers, specifically, has not been widely explored. The primary purpose of this literature review is to aid reader response researchers and educators in developing a conceptual and methodological framework that prioritizes the fundamentality of placemaking in the lives of child readers. Torraco's (2005) framework for an integrative literature review and conventional content analysis (Hsieh & Shannon, 2005) were used to select and analyze seventy-eight sources for this review. The findings suggest that within a place-conscious framework for reader response, researchers can explore (1) how child readers engage in placemaking as reader response at various developmental stages, (2) the ways texts function as both artifacts of place(s) and as vehicles for developing readers' place-consciousness, and (3) how the sociocultural contexts of reading experiences can be situated within broader place experiences. To operationalize a place-conscious framework for future reader response work that builds upon the scholarship presented in this review, the author recommends that traditional schematic representations of reader response theory be expanded or modified.