Literacy instruction across and within the disciplines is critical for all learners and all disciplines, which include the core courses (i.e., English language arts [ELA], mathematics, science, and social studies) as well as the extracurricular pursuits (e.g., agriculture, theater arts and visual arts, kinesiology, etc.). While the term “content-area literacy” evokes the notion of broad-based literacy strategies that can be implemented across subject areas, the term “disciplinary literacy” deepens this notion as it encompasses the specific literacy applications and knowledge generation within each subject area. Therefore, this book will focus on research and instruction (strategies and application) for literacy across and within the disciplines (content-area and disciplinary literacy) and the focus of literacy for all learners and levels. Thus, the chapters within this book will explore literacy across the disciplines, both for K-12 learners and practicing educators, via the following concepts: literacy across and within the disciplines, literacy as a remix (e.g., digital literacies, multi-modalities), literacy after a global pandemic, literacy empathy, literacy from and within a social justice lens that supports and empowers students, the fusion of foundational literacy and reading to learn via vertical alignment, literacy as a democratic right and categorical imperative (Kant, 1785), and how literacies across the disciplines can be used to diversify instruction and research while honoring the voices of all students. It is imperative that teachers from all disciplines have the knowledge and skills to provide both broad and specific literacy supports through their instructional techniques and are not depending solely on the teachers from the ELA department. Furthermore, it is critical that literacy education researchers pursue the contextual rationales for doing so in the current educational climate.