Discourse analysis reveals how the meanings of literacy are socially produced, communicated, and mediated. A consultation with university teacher-education and adult education researchers, managed by the National Literacy Secretariat, is used to demonstrate how the outcomes were influenced by the discourses of participants and organizers. An argument is made to establish a literacy discourse analysis tradition to make more effective use of existing knowledge, assist those without a voice to be heard at the policy table, and to bring greater legitimacy to policy development processes. (Contains 1 endnote.)