Literacy is widely recognized as a critical ability that shapes language development, cultural identity, and socioeconomic opportunity. While existing research has highlighted the significance of literacy in academic and social contexts, gaps remain in understanding how these dimensions intersect and reinforce one another. This study addresses these gaps by employing a data mining method to analyze scholarly articles on literacy, language development, and socioeconomic status. Findings reveal that many literacy programs focus narrowly on functional reading skills, often overlooking cultural inclusivity, systemic inequities, and the lived realities of learners from marginalized groups. The study concludes that literacy should be viewed not only as a technical skill but as a holistic practice influenced by cultural and social contexts. Recommendations emphasize the need for integrated literacy programs that incorporate cultural and linguistic diversity, stronger institutional support, the use of technology in accessible ways, and policies that address socioeconomic barriers. These insights contribute to a more inclusive and sustainable understanding of literacy as both an educational and social imperative.