Food literacy (FL) has become a key concept for many family and consumer sciences/home economics (FCS/HE) professionals, especially those with specializations in dietetics and nutrition, food studies, and education. References to food literacy have grown exponentially since its first mention in the 1990s (Begley & Vidgen, 2016) and are used across a range of sectors (agriculture, sociology, health, FCS/HE education, social justice). In this review, the authors concentrated on FL reports from 2009 to 2019, selecting articles in English language peer-reviewed journals that focused on defining, defending, or implementing FL. Thirty-six FL articles were selected in these categories: (1) focused on definition/conceptual issues; (2) emphasized programmatic/curriculum descriptions; (3) advocated for inclusion of broader social, cultural, economic, political, environmental issues; (4) highlight barriers or raised assessment issues; and (5) made connections to home economics or health literacy.