Elunchun Chinese folk songs represent a vital aspect of the cultural and musical heritage of the Elunchun ethnic group, indigenous to Northeast China. However, modernization, urbanization, and linguistic shifts have posed significant challenges to their transmission. This study explores how community engagement can enhance the literacy transmission of Elunchun folk songs, ensuring their preservation for future generations. Using a qualitative research design, the study employs ethnographic fieldwork, semi-structured interviews, participant observation, and document analysis to examine the role of intergenerational learning, formal education, digital documentation, and cultural events in sustaining folk song literacy. The research conducted in the Elunchun Autonomous Banner engages five key informants, including elderly folk singers, community organizers, music educators, and cultural researchers. The findings highlight the effectiveness of integrating folk songs into school curricula, utilizing digital technology for preservation, and promoting cultural festivals as platforms for participatory learning. The study recommends formalizing folk song education, strengthening community-led music programs, expanding digital archiving efforts, and implementing policies for cultural preservation. These strategies provide a sustainable framework for enhancing folk song literacy transmission and preserving the musical heritage of the Elunchun ethnic group.