The origin of this special issue can be traced to a panel at the 2018 Watson Conference, "Future Street Matters: Continuing the Legacy of Brian Street. " The panel acknowledged Brian V. Street's passing in 2017 and affirmed his contributions to composition and writing studies. Yet the conversation did not consist mainly of glances backward. Rather, it proceeded by continuing and extending inquiries legible within the scholarly framework to which Street contributed. This extension occurred in multiple ways. For instance, although Street is not known for archival research, Jaclyn Hilberg connected archival research in literacy studies to Street's scholarship. Likewise, although Street is not known for commenting extensively on sentence craft, John Trimbur took up the topic in "Autonomous/Ideological Models of Literacy and the Politics of Style. " And, finally, Bruce Horner worked from Street into scholarship more squarely focused on epistemology with "Knowledge as Social Practice. " In the wake of the conversation that filled the room and overran the available time, the idea for a special issue of Literacy in Composition Studies devoted to Street reached the editors, who have gathered this work for you here. This special issue is not the only publication inspired by scholars gathering to look back and extend Street's scholarship. David Bloome, Maria Lucia Castanheira, Constant Leung, and Jennifer Rowsell's 2018 edited collection, Re-Theorizing Literacy Practices: Complex Social and Cultural Contexts, places its origins in a two-day event held in November 2016 in which diverse multigenerational scholars from across disciplines gathered to honor Street (video recordings of these presentations can be found online 1). For the collection, contributors returned to "push beyond [Street's work], to engage in what we eventually came to call re-theorizing of literacy practices" (Street et al. 237). In his published yet unfinished reflection on the festschrift seminar presentations, Street observed much expansion: expansion on what counts as literacy and expansion of various fields linking to issues and concerns related to literacy. But he also noted an ongoing need to turn research and theory into education practice and policy. Making our research legible to education policymakers, Street argues, is the next necessary step if the field is to shift conceptions of literacy away from "a narrow set of skills, to be tested by formal models" (Street et al. 239). In short, there is much more work to be done to realize the humane and just promise of the conception of literate practice to which Street made a pivotal contribution-one that, as we explore further below, is firmly rooted in the social and always already shot through with power dynamics. The editors of this special issue come to our interest in Street's work from different avenues, but as our title suggests, like Street, we find autonomous models of literacy to be dangerously pervasive. Though they have been directly challenged in the decades that followed Street's elabor...