ABSTRACT
Use of the term ‘digital literacy’ to describe how eective learners work with information and knowledge – not limited to textual representations – is growing in currency (e.g. Martin and Grudziecki 2007; Lea 2009). In the UK, ‘information literacy’, ‘media literacy’, and ‘digital literacy’, are all central to government strategies for the future of the economy and citizenship (Department for Culture, Media and Sport & Department for Business, Innovation and Skills 2009), while the recent European Commission (EC) Digital literacy review calls explicitly for a shi¡ of attention away from technical skills and towards concepts of literacy, criticality and judgement (EC 2009: 24-25).
