I didn’t realize until recently that people use the term wine literacy — that is, being able to talk knowledgeably about the fundamentals of wine or being able to read a wine. The idea makes sense for talking about a field where there are experts and then there are people who buy bottles based on how pretty the labels are. It’s common to hear the terms financial literacy, computer literacy, social literacy, and many others. While Eric Celeste explores what literacy means for educators and its implications for professional learning (see p. 10), I’ve been thinking about what would constitute professional learning literacy. What does an educator have to know to be considered literate in professional learning? And what does he or she have to