ABSTRACT
The concept of the 'digitally literate graduate' has gone from being something associated with only the cream of the graduate crop, to being something which employers now expect to come as standard. Looking more broadly, there are a number of Digital Literacy frameworks which have been developed over the last few years, with the intention being that they unify frameworks covering the disparate 'literacies'. Digital Literacy is still a relatively young concept and, as such, its incorporation into institutional graduate attributes is inconsistent. This chapter highlights some of the investigatory work and research that has gone into the links between digital skills and employability, and focuses on the UK context. The mass of literature is largely uncoordinated, with no national bodies or international collaborations having unequivocal and overarching responsibility for Digital Literacy either in the higher education (HE) context or in the workplace.
