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"More recently, this view was reiterated in the 2018 Horizon Report, showing that the issue of digital literacy is an ongoing and significant issue in educator training. Reports from both JISC (2018) and Educause (2017) also highlight a lack of digital literacy as being significant issues for higher education. The JISC report, in particular, highlights the damage to student learning that can be done when faculty lack digital competency noting that, "The report also shines a light on the digital competencies of staff, with many students reporting frustration when lecturers struggle to use digital systems correctly, saying it wastes time and restricts access to digital resources."(2018)."

"In 2014 the UCISA Digital Capabilities Group (then the User Skills Group) launched the inaugural Digital Capabilities survey of the UK higher education sector. The survey focussed on what has been variously referred to as Digital capabilities, Digital literacies or Digital competencies. The need to improve the country's Digital capabilities has been highlighted in a House of Lords committee report published in February 2015. Make or break: the UK's Digital future notes that the higher education sector "has not responded to the urgent need for reskilling" and calls for institutions to develop courses to give students the skills they need."

"At a recent talk at the University of Colorado Boulder I discussed various definitions of digital scholarship and how we might categorize digital scholarship. My forthcoming essay in the second edition of Blackwell's Companion to digital Humanities deals with these questions in depth. This chart offers one way to consider a typology for digital scholarship in the humanities. These characteristics are offered as a beginning point. They are not meant to exclude or restrict the definition of digital scholarship. Indeed, I hope these definitions might provoke some further discussion about how to undertake reviews of digital scholarship. "

"The same is true in the digital world. Gregory Ulmer, a theorist at the University of Florida coined the term electracy to describe this broader notion of digital literacy. At universities we are all more aware now of the growing significance of digital literacy, as we are seeing a widespread transition from print to digital and an accompanying transformation of teaching and learning practices."

"Although the movement in course materials in colleges and universities is clearly from print towards digital, the survey data suggest it will be a slow process. Asked when they thought the majority of their course materials would be primarily digital, fully a fourth of the surveyed faculty indicated "never," while another 9 percent said by fall 2022, and 17 percent indicated by fall 2020. In contrast, fully a sixth (16 percent) reported that majority of their current course materials were digital as of fall 2015, and a third (34 percent) anticipated primarily digital course materials by fall 2018. "

"The Digital Framework is a comprehensive collection of Digital capabilities, skills and competencies that NTU has identified as relevant across the institution. The Framework consists of a variety of areas of practice and each area is split into four levels of development. See both the CPLD website and the new NOW NTU Digital Framework learning room for further information about the Framework."

Bucknell University, with support from the Andrew W. Mellon Foundation, will host its first annual international digital scholarship conference. The theme of the conference is "Collaborating digitally: Engaging Students in Faculty Research" with the goal of gathering a broad community of scholar-practitioners engaged in collaborative digital scholarship in research and teaching.

"We define digital literacies as the capabilities which fit someone for living, learning and working in a digital society. To help with thinking about this, we have outlined seven elements of digital literacy for consideration, which can be seen in the following diagram."

""It's time to embrace our very human inefficiencies." Audrey Watters struck a post-digital note as she wrapped her opening keynote on the first day of the digital Pedagogy Lab 2015 Institute. She reminded the audience that teaching is affective labor, that it requires heart, patience, diligence, and creativity - things which technology fails in its attempts to mimic - and she asked, "What happens to love, to our soul, to our labor as we digitize the world?""

"Digital literacy, by this definition, encompasses a wide range of skills, all of which are necessary to succeed in an increasingly Digital world. As print mediums begin to die out, the ability to comprehend information found online becomes more and more important. Students who lack Digital literacy skills may soon find themselves at just as much of a disadvantage as those who cannot read or write."

" Digital Storytelling can transform your students' writing into a visual masterpiece that is filled with voice and emotion, while enhancing critical thinking skills.  The iPad takes Digital storytelling to a new level by making the process easier, and even more engaging for students of all grade levels as well as for their teachers.   This site will help guide you in what you need for success in the iPad Digital Storytelling classroom."

"At their best, digital textbooks offer a learning experience that boosts engagement, adapts to student learning, tracks performance and ensures up-to-date content - all while potentially saving costs in the longterm. According to a report from the digital Textbook Collaborative, which was convened by the FCC and the US Department of Education, the cost of implementing the shift to digital varies from $250 to $1,000 per student per year, but the cost savings from increased teacher attendance, reduced paper costs, online assessments and other factors are estimated to be $600 per student per year. However, some say estimates on cost savings assume tablet prices that are less than actual costs and, without funding support, the upfront costs are difficult for many school districts to manage."

"We met with the most obvious first: the textbook managers at the campus bookstore, where only 1% of book sales were in digital form. We received a demonstration of the digital platform and are now doing informal testing. This led to the creation of a digital Course Materials page, to share the university's materials ordering policy, information about the digital platform, and textbook alternatives."

"For me, risk literacy is central to digital literacy. It is our ability to assess the drawbacks, dangers and limits of control in digital and digitally augmented environments. It is an acknowledgement that by using digital tools, no matter how open, if a learner is unable or not required to modify the code to create a learning experience, as much as we'd like them to stay learners, they occupy the role of an "end user.""

"The evaluation of the factors leading to the digital divide can be summarised as the gap between 1) older generation and the digital natives, 2) level of education, and 3) high income - low income groups. These factors are further influenced by the geographical location Rural-urban divide, and Governmental policies. All these factors determine the level of skills of an individual and the quality of access of ICTs which determines their position in the digital divide."

"The first part of this opinion piece finished by reporting there are over one hundred different models and frameworks claiming to describe the nature of digital literacies. Given the messy topography of the field this follow up blog post briefly describes some of the higher profile or more widely known frameworks from the United States, United Kingdom and Europe. The discussion identifies an inherent tension between universal and contextual definitions of digital literacies, and finishes with an example of a current Irish initiative. This local example (for me), and the other major models critically reviewed below, illustrate why we need to challenge some of our taken-for-granted assumptions, and metaphorically 'get off the tracks' in order to develop more transformative frameworks for digital literacies."

"Educators now have 100s of fantastic free online tools to help their students create and learn through digital storytelling. Many of these online tools have free apps available on i-devices and Android devices. Through digital storytelling we motivate our learners to apply, contextualize, visualize, and personalize the knowledge they learn."

"Provides ideas and resources to inspire the strategic development of digital literacies - those capabilities which support living, learning and working in a digital society"

"Moving beyond improving career prospects, the conversation then turned repeatedly to the idea that literacy means more than using digital technology as a means of consuming things other people make. digital literacy, Smith said, also is about "how to make it do what you want." Or as Geshner put it: "Are you an iPad or are you a laptop? An iPad is designed for consumption." Literacy, as he described it, means moving beyond a passive relationship with technology. "When you get down to coding, you're creating your own tools.""

"I've been mulling over a series of ideas in my analysis of digital literacies, and one of them is the concept and practice of 'curation' as a digital literacy, and what the implications are for curation practices to be better understood, theorised, and subsequently harnessed for educational purposes."