Institutions seeking to develop or expand digital literacy programs face the challenge of navigating varied definitions for digital literacy itself. In answer to this challenge, this paper aims to share a process for developing a shared framework for digital literacy at one institution, including drawing on themes in existing frameworks, soliciting campus feedback and making revisions.,A draft digital literacy framework was created following the work of an initial library task force. Focus groups were conducted to gather feedback on the framework and to identify areas for future development.,Focus groups yielded 38 written responses. Feedback themes related to gaps in the framework, structural suggestions and common challenges for learners. Themes in focus group feedback led to several framework revisions, including the addition of Curation as a competency area, the removal of information communication technologies as its own competency area, and the inclusion of Learner rather than Student at the center of the framework.,The approaches described in this case study can be adapted by those looking to create a shared framework or definition for digital literacy on their campuses, as well as to create or revise definitions for other related literacies.,This case study presents an adaptable process for getting started with broad digital literacy initiatives, within the context of existing digital literacy frameworks worldwide.

中文翻译：

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开发数字素养框架

寻求开发或扩展数字扫盲计划的机构面临着导航数字扫盲本身的各种定义的挑战。为应对这一挑战，本文旨在共享一个机构开发一种数字扫盲共享框架的过程，包括借鉴现有框架中的主题，征求校园反馈并进行修订。最初的图书馆工作组的工作。举行了焦点小组会议，以收集有关框架的反馈意见并确定未来的发展领域。焦点小组提出了38份书面答复。与框架中的差距，结构性建议和学习者面临的常见挑战有关的反馈主题。焦点小组反馈中的主题导致对框架进行了多次修订，