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"In this course students will be required to demonstrate the ability to efficiently and effectively navigate the digital technologies required to accomplish specific goals and tasks. Primarily, the goal of digital literacy is that individuals are able to select the correct digital tool at the right time for the right purpose behaving ethically, responsibly and always protecting the personal security and privacy of themselves and others. There are 4 areas of study: Social Networking, Personal Learning Environments and Networks, and Principles of Digital Presentation and, Principles of Inquiry."

BiblioBouts, an online social game that covertly teaches students how to do library research while they go about the business of completing a research-and-writing assignment.

Authority. Authenticity. Ownership. Perspective. These four pillars make up the critical facets of the information we consume -- and understanding them makes us and our students wiser users of information. However, on the web, people often make assumptions about the authority and authenticity of information, and it can be challenging to understand ownership and perspective. The Glean Who-Is Tool help you and your students learn to investigate web-based content sources. By using technical information about websites ("whois"), along with historical and factual information, the tool encourages us to dig more deeply, to understand more thoroughly, and to critique more closely.

Summary presentation of a recent Cambridge research project aiming to development an Information Literacy curriculum for undergraduate students. There is also a comprehensive Wiki of resources. The sixth slide is interesting: placing digital literacy as part of the wider information literacy landscape.

via a Doug Belshaw tweet - the latest post to this UCL blog "Distributed literacy in the digital department" refers to 'Digital Literacies' (Gillen and Barton 2010) This para helpful for understanding development from info literacy. Early last year the ESRC/EPSRC Teaching and Learning Research Programme published 'Digital Literacies' (Gillen and Barton 2010) useful overview of the theoretical background. It traced the conceptual evolution of the term from its origin as a synonym for 'IT skills' through the addition of 'soft skills', in an academic context mainly criticality and evaluation and on to the Web 2.0 notion of the student as a consumer/creator/collaborator. The latest manifestation revolves around the idea literacy as a 'situated practice' i.e. it is intimately linked to the specific context of use and cannot (should not?) be considered in isolation.

Student's reflections on a digital literacy assignment at Full Sail University shared on YouTube. See also http://youtu.be/7OcbFtT1xuU

From understanding what digital literacy is, to developing skills and establishing ethical principles for students, our live chat panel share ideas and resources for universities

The SAILS test offers universities and colleges a method for testing the information literacy skills of its students.

This resource is designed to support primary and secondary teachers to integrate the development of students' digital literacy into everyday learning. The materials, developed with primary and secondary school teachers as part of Futurelab's digital participation project, can be downloaded from our website.

This Digital Literacy Toolkit began with the premise that multimedia authoring, which is happening with the extensive use of PowerPoint in classrooms, must be taught as a skill, just as traditional text-based writing is taught. While teachers and students have become familiar with the technical skills required to use images in multimedia productions, they lack a critical language to determine whether an image or a sound is used appropriately. Images, sounds and animations - like words - are building blocks whose meanings can be changed to suit the communicative purpose of the author. Just as the same words and phrases can be arranged or manipulated to express different meanings depending on the author's intent, so can sounds and images. The advent of multimedia authoring and an almost unlimited variety of images available via the Internet in the classroom, makes understanding this concept, that an image's meaning changes depending on the purpose for which it is used, a new requirement of 21st Century communication.