Within plural democracies, the concept of 'religious literacy' is commonly understood as denoting the knowledge, skills and understanding "vis-à-vis" religious diversity required of the citizen. In schools across Europe such learning is traditionally housed within Religious Education (RE), the aims of which are increasingly framed in terms of citizenship education, yet the two school subjects are often unhelpfully siloed, and both criticised for lack of criticality and an over-focus on knowledge acquisition. This article introduces the concept of 'worldview literacy' as a reworking of 'religious literacy' that addresses concerns around inclusivity and criticality. Rather than a product of good RE or citizenship education, worldview literacy is envisaged as a transformational process of educational praxis through encounter in plurality, that forges a pathway between the two school subjects and contributes to the broader educational endeavour of engagement in social life.