Numerous definitions of literacy have been advanced by policy-makers, politicians, academics, teachers and others over the years. It is not always easy, however, to know how one definition might relate to another or differ from it. This paper offers a framework, based on the work of the educational philosopher Israel Scheffler, for identifying and distinguishing between different types of definition. Modified to have particular relevance to statements about literacy, the three types of definition are: stipulative, essentialist and prescriptive. The paper shows how this modified framework can be helpful in understanding and addressing apparent tensions in statements about literacy by the influential Brazilian educationist, Paulo Freire. Brief suggestions for further study are included in the author's final remarks.