An appreciation for the diverse meanings ascribed to the concept of literacy is fundamental to the affirmation of literacy in human lives. Literacy is something interpreted. Its presence is visible in lives, yet literacy remains an invisible, measureless phenomenon. In the fullness of being literate, there is humanness-wakefulness, liveliness and engagement. In reduced terms, literacy is a skill--specifically grammar--and misuse of the skill labels a speaker an illiterate. Social issues of class, economics and employment, expectations and aspirations, and power come to the fore in discussion of literacy. Judgments and comparisons are made about individuals with regard to literacy. A sense of hierarchy exists, and people are labeled and ranked in the social order based on assessments of literacy. Metaphorically, literacy is described as a battery and a tool for building personal growth. Images such as these suggest tangibility. They suggest literacy is something to get and to use. Issues of literacy are understood and acted upon through human perspectives. The meanings educators and the public attribute to literacy undergird teaching practice and touch on students' lives. (HOD)