The present commentary offers a value driven perspective on digital literacy frameworks.
The aim has been to lay out how a great number of international digital literacy bodies have chosen to take instrumentalist approaches to forming frameworks where performance requirements are prioritised above thinking about engagement within knowledge contexts.

This narrow view is contrasted to an academic literacy approach and in particular, the ACRL framework, is presented, as an exemplary framework, which shares common ground to the author's thinking about "agency", especially through its most compelling components of critical thinking, inquiry and reflection required to engage students.


Maria O'Donovan, CUDiM