This paper argues for a revised approach to religious literacy that I call the interreligious attentiveness (IA) approach. I argue that this approach is better than those endorsed by other scholars in the academic study of religion – namely, knowledge, analysis, and skills approaches. I draw attention to the limitations of these approaches by virtue of three challenges: conversion (exclusivist groups), multiple religious belonging, and motivation. I then argue that the IA approach offers a more effective response to these challenges and should be regarded as the preferred approach.
