A good set of resources on digital identity and footprints. The bits I've read / watched covered the 'how' of how you are tracked online so they explained the technology but weren't too technical.

Aimed at schools but could be tweaked.

Report on digital literacy survey results from Leicester schools.

Interesting account of the history of word processing and why Word is broken.

Post about developing a digital coaching resource book for a workshop.

Why web literacy standards are a valid by Doug Belshaw.

Blog post by Doug Belshaw on mapping elements of web & digital literacies to each other and asking 'Are they the same?'

Steve Wheeler tells us stuff about DigLit

Ladar Levison describes (see embedded video) something of why he shut his encrypted email service. Most of it is heavily alluded to because of the draconian gagging orders he is under. From a digital literacy perspective I think this is important in helping people consider the access to information that they transmit across the Internet which may be available to others, especially governmental and quasi governmental bodies.

Excellent post on why so many are unable to use computers. Don't do stuff for them - make them responsible just as we are trying to do in the digital literacy strand. We could also stop people from drowning if we could just fence all the sea off...

Incredible visualisation of the power of metadata and our digital footprint / slimetrail.  Zoom in at times to see the level of detail that triangulated phone masts give for location.

A digital literacy framework developed for Leicester secondary schools.

Resources to help you understand your presence online and where and what might be happening to information about you.

Rhona Sharpe on why Dig Lit is important.

Post aimed at K12 and parents but interesting because it cites Gilster and clearly get's the idea that DL is about how we operate in a digital environment rather than how we operate the tools in a digital environment.

Helen Beetham on learner experience including some diglit models.

"The initial development and accreditation, and to an increasing extent also the continuing professional development, of those who teach in UK higher education are undertaken with explicit reference to the UK Professional Standards Framework (UKPSF). The UKPSF is designed to remain in use for many years between revisions. It is also designed to work across the full range of higher education institutions and provision. It therefore properly avoids getting into the levels of detail that those designing and running particular post-graduate certificates in teaching and learning in higher education (PGCertHE) courses and CPD processes must address.   One major and fast-changing factor affecting higher education (along with the rest of the world) is the use of digital technologies. How are PGCertHEs adapting to digital technologies, in their design and operation and in the educational practices for which the PGCertHEs are preparing staff? This guide offers answers and links, including analysis of sources and case studies, from professional associations concerned with the development of teaching and learning in higher education. "