From the Editors’ Introduction: “The socio-cultural and economic changes attending new technologies and globalization—not to mention the response to such changes—suggest to us that now is the right time for this journal. Teacher-scholars are questioning prevailing methodologies for analyzing literacy practices, revisiting foundational theories of literacy, and unpacking the ideological meanings of literacy at work in educational policy and scholarship. It is a transformational time for Composition—as Allan Luke asks in this issue, “Can the field keep up?” We believe more conversation between Literacy and Composition scholars can help provide generative ways to meet this challenge head-on.”