Digital Literacy Skills Framework

What is digital literacy? 4
What is the Digital Literacy Skills Framework? 4
How can the Digital Literacy Skills Framework be used? 5
Theoretical underpinnings 5
Key Features of the Digital Literacy Skills Framework 6
Guiding Principles 7
Four Performance Variables 7
The Performance Variables Grid and Digital Literacy 7
Indicators 10
Indicators by level 13
Focus Areas and Performance Features 13
Three Domains of Communication 15
Sample activities 15
Performance Features Grids 15
Glossary 15
Overview of the Digital Literacy Skills Framework 16
Core Skills 17
Digital Literacy 17
Digital Literacy Pre Level 1 17
Digital Literacy Pre Level 1 18
Digital Literacy Level 1 24
Digital Literacy Level 1 26
Digital Literacy Level 2 31
Digital Literacy Level 2 32
Digital Literacy Level 3 37
Digital Literacy Level 3 39
Appendix 1: Performance Features Grid – Digital Literacy 44
Appendix 2: Glossary 50
Appendix 3: Bibliography 55

Six Levels of Performance	Support	Context	Text Complexity	Task Complexity
PL1 A&B	Works with an expert/mentor where highly structured support and modelling is provided, initiated by the expert/mentor	Extremely familiar contexts Extremely concrete and immediate Extremely restricted range of contexts	Extremely simple, short texts Extremely explicit purpose Extremely limited and personally relevant vocabulary	Concrete tasks of a single step Processes include copying, naming, matching, limited ordering, simple recognising
1	Works alongside an expert/mentor where prompting and advice can be provided	Highly familiar contexts Concrete and immediate Very restricted range of contexts	Short and simple Highly explicit purpose Limited, highly familiar vocabulary	Concrete tasks of 1 or 2 steps Processes include locating, recognising
2	May work with an expert/mentor where support is available if requested	Familiar and predictable contexts Limited range of contexts	Simple familiar texts with clear purpose Familiar vocabulary	Explicit tasks involving a limited number of familiar steps Processes include identifying, simple interpreting, simple sequencing
3	Works independently and uses own familiar support resources	Range of familiar contexts Some less familiar contexts Some specialisation in familiar/known contexts	Routine texts May include some unfamiliar elements, embedded information and abstraction Includes some specialised vocabulary	Tasks involving a number of steps Processes include sequencing, integrating, interpreting, simple extrapolating, simple inferencing, simple abstracting
4	Works independently and initiates and uses support from a range of established resources	Range of contexts, including some that are unfamiliar and/or unpredictable Some specialisation in less familiar/known contexts	Complex texts Embedded information Includes specialised vocabulary Includes abstraction and symbolism	Complex task organisation and analysis involving application of a number of steps Processes include extracting, extrapolating, inferencing, reflecting, abstracting
5	Autonomous learner who accesses and evaluates support from a broad range of sources	Broad range of contexts Adaptability within and across contexts Specialisation in one or more contexts	Highly complex texts Highly embedded information Includes highly specialised language and symbolism	Sophisticated task conceptualisation, organisation and analysis Processes include synthesising, critically reflecting, evaluating, recommending