Traditional definitions of literacy, often limited to reading and writing, overlook the complexity of literacy practices across cultures and contexts. This paper argues that literacy is not a technical skill but a socially situated practice that varies in meaning and function depending on cultural, political, and historical factors. Drawing on scholars like Brian Street, Shirley Brice Heath, and James Paul Gee, the paper traces the evolution of literacy from a technical skill to a dynamic social practice. It also explores how this expanded view of literacy impacts marginalized communities and the role of new technologies in transforming literacy practices. In essence, the paper contends that literacy is a plural concept, shaped by diverse ways of creating meaning and engaging with the world.