1. Foundation Skills for Your Future
Program
DRAFT Digital Literacy Skills Framework
APRIL 2020

2. Foundation Skills for Your Future Digital Framework
Project Team:
Philippa McLean, Escalier McLeanConsulting(Leadagent)
Jenni Oldfield, JOConsultancy
AdrianStephens, Escalier McLeanConsulting
Thank youto the experts and practitioners who providedtime, feedbackandsuggestions, including:
Andrew Robertson, Djerriwarrh Community& Education Services (Specialcomments)
Anita Cutler, Natalie Nawrocki, FrancesXu, Peter Doranand Elena Raso, Djerriwarrh Community& Education
Services
Anitza Geneve, TAFE Queensland
Anne Howard, GabriellaZibell, RacyBatt, Dominic Hankins, Victoria UniversityPolytechnic
Dave Tout, AustralianCouncil for EducationalResearch
Fred Richardson, Literacyfor Life Foundation
Jennifer Dunbabin, 26TEN, Libraries Tasmania, Department of Education
MaryWallace, LWA
Tina Berghella, Oggi Consulting
Thanks also to staffandmembers from the following organisations whocontributedfeedback:
AiGroup
AustralianCouncil of Adult Literacy, ACAL
AustralianDigitalInclusion Alliance
CommunityColleges Australia
EloquiumGroup
Jobs Australia
NationalEmployment Services Association
ReadingWritingHotline
© Commonwealth ofAustralia2020
Creative Commons licence
This work is copyright. All material inthis publication, save for the CommonwealthCoat ofArms, is licensedunder a
Creative Commons Attribution-NonCommercial-ShareAlike Licence.
The licence deedis available at http://creativecommons.org/licenses/by-nc-sa/3.0/.
Reproductionfor purposes other thanthose indicatedabove requires prior writtenpermission. Requests and inquiries
concerning reproduction andrights should be addressed to:Department of Employment, Skills, SmallandFamilyBusiness.
Funded bythe Commonwealthof Australia.
The views expressedinthis document do not necessarilyreflect the views ofthe Commonwealthof Australia.
DRAFT – THIS FRAMEWORK WILL BE EVALUATED IN 2022

3. ACSFDigital Literacy| 3
Contents
Foundation Skills for Your Future Digital Framework.....................................................................2
Project Team:........................................................................................................................... 2
What is digital literacy?................................................................................................................4
What is the Digital Literacy Skills Framework? ..............................................................................4
How can the Digital Literacy Skills Framework be used?.............................................................. 5
Theoretical underpinnings.........................................................................................................5
Key Features of the Digital Literacy Skills Framework....................................................................7
Guiding Principles..................................................................................................................... 7
Four Performance Variables......................................................................................................8
The Performance Variables Grid and Digital Literacy...................................................................8
Indicators............................................................................................................................... 10
Indicators by level................................................................................................................... 12
Focus Areas and Performance Features.................................................................................... 12
Three Domains of Communication........................................................................................... 13
Sample activities..................................................................................................................... 13
Performance Features Grids.................................................................................................... 13
Glossary................................................................................................................................. 13
Overview of the Digital Literacy Skills Framework ..................................................................... 14
Core Skills.................................................................................................................................. 15
Digital Literacy........................................................................................................................ 15
Appendix 1: Performance Features Grid – Digital Literacy ........................................................... 36
Appendix 2: Glossary.................................................................................................................. 41
Appendix 3: Bibliography........................................................................................................... 45

4. ACSFDigital Literacy| 4
What is digital literacy?
Digital literacycoversthe physical operations
of digital devicesandthe software operations
inthose devices (UNESCO,2018). It
incorporatesthe abilitytosearchand
navigate,create,communicate and
collaborate,thinkcritically,analyse
information,andaddresssafetyandwellbeing
usinga varietyof digital technologies.These
skillsare essential forindividualsto
participate effectivelyin today’ssociety.
Digital literacyskillsexistonacontinuumwith
varyingdegreesof competencyrequired
dependingonthe context(personal and
community;workplace andemployment;
educationandtraining) withinwhichthe skills
are applied.
As the digital worldisrapidlychanging,as
physical devicesandsoftware are adaptedto
meetnewpossibilitiesanddemands,
individuals’skillswill change andadaptand as
a consequence,whatitmeanstobe ‘digitally
literate’willalsochange overtime.
What is the Digital Literacy
Skills Framework?
Digital literacyreferstothe skillsand
competenciesneededtouse digital
technologiestoachieve personal goals,
enhance employabilityskillsandsupport
education andtraining.
Digital literacysitsalongside the core skillsof
Learning,Reading,Writing,Oral
CommunicationandNumeracy. Joyce (2019)
acknowledgesthe importance of digital
literacyskillsrenamingthe core foundation
skillsasLanguage,Literacy, Numeracyand
Digital Literacy(LLND) skills.The inclusionof
digital skillsalongside the foundationskillsof
language,literacyandnumeracyrecognises
that digital literacyhasbecome increasingly
critical for individuals’participationinthe
workforce.
The Digital LiteracySkillsFrameworkhasbeen
developedtosupportthe FoundationSkillsfor
your Future CommonwealthGovernment
Program 2019. This programofferssubsidised
trainingthat:
 supportsindividualstoidentifylanguage,
literacy,numeracyanddigital (LLND) skill
needs
 enableseligibleparticipantstoaccess
eitheraccreditedornon-accredited
training.Thiscan be directlythrough
contractedRegisteredTraining
Organisations(RTOs) orthroughprojects
linkingemployersandRTOsto deliver
contextualisedLLNDtrainingto
employeesinatraditional vocational
educationandtraining(VET) settingora
workplace settingtosupportemployedor
recentlyunemployedindividuals.
ThisDigital LiteracySkillsFrameworksits
alongside the AustralianCore Skills
Framework(ACSF),© 2012 andthe ACSFPre
Level 1 © 2017. Digital literacyhasbeen
addedas the sixthcore skill to thisframework
to reinforce the conceptthatdigital literacyis
part of an integral suite of core skillsthatare
fundamental forindividualstobe able to
participate insocietyandwork.The ACSF,
includingthe Digital LiteracySkillsFramework,
facilitatesaconsistentnationalapproachto
the identificationanddevelopmentof the
core skillsindiversepersonal,community,

5. ACSFDigital Literacy| 5
workand educationandtrainingcontexts.It
offers:
 sharedconceptsand language for
identifyingdescribinganddiscussingcore
skills
 a systematicapproachto benchmarking,
monitoringandreportingoncore skills
performance.
It isimportantto note that the ACSF
(includingthe DigitalLiteracySkills
Framework) reflectscontemporaryuse of
EnglishinAustralia.
How can the Digital Literacy
Skills Framework be used?
The Digital LiteracySkillsFrameworkcanbe
usedto enhance the currentACSF,upto and
includingLevel3.It can be usedfor:
 benchmarkinganindividual’sdigital
literacyskills
 mappingcore skill requirementsin
educationandtraining
 tailoringapproachestoteachingand
learning
 describingcore skillsrelevanttothe
workplace andemployment
 supportingthe moderationandvalidation
of digital literacy
 informingdecisionsregardingfundingand
referrals.
Theoretical underpinnings
Digital abilityisimportantforindividualsand
communitiesbecause,inthe digitalage,
technologymediatesourinteractionswiththe
worldand eachother.The developmentof
the Digital Literacy Skills Frameworkreflects
currenttheoryand practice aboutthe
importance of digital literacy,whichisnow
embeddedinthe social fabricof everydaylife.
‘Digital inclusionisnotjustaboutcomputers,
the internetoreventechnology.Itisabout
usingtechnologyasa channel toimprove
skills,toenhance qualityof life,todrive
educationandto promote economicwell-
beingacrossall elementsof society.Digital
inclusionisreallyaboutsocial inclusion.’
(AustralianDigital InclusionIndex,2018)
For people withlow literacyandnumeracy
levels,low income earners,manyIndigenous
learnersandmany learnersfromdiverse
backgrounds, ‘there isanambientdesire tobe
part of society.Theycanfeel leftoutof
societydue todifficultlivingconditions(e.g.
unstable jobs,orlackof basicresources).And
so withthe ubiquityof technologyintheir
communities,itisimportantforthemto feel
like theybelong.’ (Dezuanni etal,2018).
Several national andinternationaldigital
literacyframeworkswere researchedto
informthe developmentof thisDigital
LiteracySkillsFramework(see Bibliography).
Additionally,the keyunderpinning
approachesbehindthe ACSF© 2012 have
alsoinformedthisresource.Theseinclude:
 a socio-linguisticandsocio-constructivist
view of core skillsascomplex social
practicesembeddedincontext,and
influencedbypurpose,audienceand

6. ACSFDigital Literacy| 6
contextualisedexpectationsand
conventions(seeIvanicetal 2006,
Lonsdale &McCurry 2004, McKenna&
Fitzpatrick2005, Skillenetal 1998, Tout &
Johnston1995)
 a socio-linguisticandsocio-constructivist
viewof core skillsascomplex social
practicesembeddedincontext,and
influencedbypurpose,audienceand
contextualisedexpectationsand
conventions(seeIvanicetal 2006,
Lonsdale &McCurry 2004, McKenna&
Fitzpatrick2005, Skillen etal 1998, Tout &
Johnston1995)
 theoriesof adultlearning,includinga
recognitionthatcore skillsare best
learnedwithinacontextthatthe adult
learnerperceivestobe relevantand
important(see Brookfield1995, Burns
1995, Caseyetal 2006, Knowles1980,
Mackeracher 1996, Rogers1996)
 a viewof learning,reading,writing,
speaking,listeningandnumeracyas
interactive,constructive processesof
meaning-makinginwhichindividualscan
be seento assume fourroles – code
breaker,textparticipant, textuserand
textanalyst(see Luke &Freebody1990,
Johnston1994)
 the componentsof taskand text
complexityandthe variablesthatinteract
to determine the levelof difficultyof
information-processingtasks,including
for mathematical tasks(see Kirsch&
Mosenthal 1990, Kirsch2001, Gal etal
2009)
 a progressionstyle approachtocore skills
developmentasa personexpandstheir
understandingof,andcontrol over,the
processesinvolved,includingan
increasingawarenessof anauthor or
speaker'spurpose andintended
audiences,andof anindividual'sown
purposes(see OECD2002)
 a view thattextsserve particular
functionsina social contextandthat
differenttextshave predictablelanguage
structuresdependingontheirfunction
 a recognitionof the keyrole playedby
digital technologyinthe creationof many
kindsof textsandtasks,and in facilitating
access to,and navigationof,texts
 a view thatinvestmentinhumancapital,
economicandworkforce outcomes
througheducationandtraining
opportunitiesdirectlysupport,andimpact
positivelyon,social capital outcomesfor
individualsandvarioustargetgroups
participatingincore skillstrainingand
coursesacross Australia(see Barton2002,
Coulombe etal 2004, Hartley& Horne
2006).

7. ACSFDigital Literacy| 7
Key Features of the Digital
Literacy Skills Framework
The Digital Literacy SkillsFrameworkdescribes
the core skill acrossthree interactive
dimensions:
 fourlevelsof performance:Pre Level 1
Stage A and Stage B; Level 1; Level 2;
Level 3
 fourPerformance Variablesthatmay
influenceaperson’sperformance atany
time:Support,Context,Textcomplexity
and Task complexity(seeTable 1)
 three Domainsof Communication,broad
contextswithinwhichthe core skill may
be used:Personal andcommunity;
Workplace andemployment;Education
and training.
Guiding Principles
As withthe ACSF,the developmentof this
Digital LiteracySkillsFramework hasbeen
informedbythe followingprinciples:
 the core skill of digital literacy canbe seen
as a discrete skill;however,its
interrelationships withthe otherACSF
core skills are alsocritical
 the core skill of digital literacyis
contextualised;eachcontextinwhich
individualsoperatehasitsowncore skills
requirements,expectationsandrules
whichneedtobe learned
 an individual'sperformance atanytime
will be influencedbythe interplayof a
numberof performance variables
 the Digital LiteracySkillsFramework
reflectscontemporaryuse of Englishin
Australia.

8. ACSFDigital Literacy| 8
Four Performance Variables
As withthe ACSF,a key feature of the Digital
LiteracySkillsFrameworkisthe recognitionof
fourfactors that mayinfluence performance
at any pointintime:
 The nature anddegree of support
 Familiarityof context
 Complexityof text
 Complexityof task.
RefertoTable 1: Performance VariablesGrid
(PVG).
The Performance Variables Grid
and Digital Literacy
The interactionof the fourvariablesisvery
important.Inthe digital literacyframework
one importantinterplayisbetweenthe two
variablesof familiarityof contextandtask
complexity. Considerthe example of mobile
phonesthatare so familiarnow tomost
adults. What mightbe a three or fourstep
process,e.g.make a call on a mobile phone or
senda simple SMSresponse,canactuallybe
accomplishedatPLBor Level 1.
Users shouldnote thatsome Sample Activities
listedatlowerlevelsinthe Domainsof
Communicationmayappearmore complex
than the task complexityoutlinedinthe
Performance VariablesGridforthatlevel.This
isbecause of the highlevel of familiarityof
the task.
Table 1: Performance VariablesGrid
Six Levelsof
Performance
Support Context Text Complexity Task Complexity
PL1
A&B
Works withan
expert/mentor
where highly
structured
supportand
modellingis
provided,
initiatedbythe
expert/mentor
Extremely
familiarcontexts
Extremely
concrete and
immediate
Extremely
restrictedrange
of contexts
Extremelysimple,
short texts
Extremelyexplicit
purpose
Extremelylimited
and personally
relevantvocabulary
Concrete tasksof
a single step
Processesinclude
copying,naming,
matching,limited
ordering,simple
recognising
1
Works alongside
an
expert/mentor
where prompting
and advice can
be provided
Highlyfamiliar
contexts
Concrete and
immediate
Short andsimple
Highlyexplicit
purpose
Limited,highly
familiarvocabulary
Concrete tasksof
1 or 2 steps
Processesinclude
locating,
recognising

9. ACSFDigital Literacy| 9
Six Levelsof
Performance
Support Context Text Complexity Task Complexity
Veryrestricted
range of contexts
2
May workwith
an
expert/mentor
where supportis
available if
requested
Familiarand
predictable
contexts
Limitedrange of
contexts
Simple familiar
textswithclear
purpose
Familiarvocabulary
Explicittasks
involvingalimited
numberof
familiarsteps
Processesinclude
identifying,
simple
interpreting,
simple
sequencing
3
Works
independently
and usesown
familiarsupport
resources
Range of familiar
contexts
Some less
familiarcontexts
Some
specialisationin
familiar/known
contexts
Routine texts
May include some
unfamiliar
elements,
embedded
information and
abstraction
Includessome
specialised
vocabulary
Tasks involvinga
numberof steps
Processesinclude
sequencing,
integrating,
interpreting,
simple
extrapolating,
simple
inferencing,
simple abstracting
4
Works
independently
and initiatesand
usessupport
froma range of
established
resources
Range of
contexts,
includingsome
that are
unfamiliar
and/or
unpredictable
Some
specialisationin
less
familiar/known
contexts
Complex texts
Embedded
information
Includesspecialised
vocabulary
Includes
abstraction and
symbolism
Complex task
organisationand
analysisinvolving
applicationof a
numberof steps
Processesinclude
extracting,
extrapolating,
inferencing,
reflecting,
abstracting

10. ACSFDigital Literacy| 10
Six Levelsof
Performance
Support Context Text Complexity Task Complexity
5
Autonomous
learnerwho
accessesand
evaluates
supportfroma
broad range of
sources
Broad range of
contexts
Adaptability
withinandacross
contexts
Specialisationin
one or more
contexts
Highlycomplex
texts
Highlyembedded
information
Includeshighly
specialised
language and
symbolism
Sophisticatedtask
conceptualisation,
organisationand
analysis
Processesinclude
synthesising,
critically
reflecting,
evaluating,
recommending
Indicators
In the ACSF,the Indicatorsare statements
that brieflydescribe performance ateach
level of the core skill.The digital literacy
indicatorsare numbered.12and .13:
 Indicator.12 Active awarenessof selfasa
digital user
 Indicator.13 Knowledge,use and
application of digital literacyskills.
Thisnumberingsystemallowsthe Digital
LiteracySkillsFrameworktointegrate with
the indicatornumberingsysteminthe ACSF
(see Table 2). The indicatorsare numbered
usinga decimal systeminwhichthe whole
numberreferstothe level andthe decimal
componentreferstothe indicator.For
example,someonewhohasdemonstrated
performance atlevel one in digital literacywill
have achievedboth1.12 and 1.13. The
followingtable notesthe broadindicator
statementsforeachskill,withdigital literacy
included.
Table 2: Performance VariablesGrid
Core Skill
Indicator
Number
Description
Learning .01
Active awarenessof self asalearner,planningand
managementof learning
Learning .02
Acquisitionandapplicationof practical strategies thatfacilitate
learning
Reading .03 Audience,purpose andmeaningmaking
Reading .04 Readingstrategies
Writing .05 Audience,purpose andmeaningmaking
Writing .06 The mechanicsof writing
Oral Communication .07 Speaking
Oral Communication .08 Listening

11. ACSFDigital Literacy| 11
Core Skill
Indicator
Number
Description
Numeracy .09
Identifyingmathematical informationandmeaninginactivities
and texts
Numeracy .10
Usingand applyingmathematical knowledgeandproblem
solvingprocesses
Numeracy .11 Communicatingandrepresentingmathematics
Digital Literacy .12 Active awarenessof self asadigital user
Digital Literacy .13 Knowledge,use andapplication of digital literacyskills

12. ACSFDigital Literacy| 12
Indicators by level
The two Indicatorsfordigital literacyhave an
Indicatorstatementateachlevel,asshownin
the followingtable.
Table 3: Digital Literacy Indicators by level
Level Indicator Description
PL1 .12
Demonstrates
extremelylimited
awarenessof self asa
digital user
PL1 .13
Demonstratesan
extremelylimited
knowledge anduse of
digital devices
1 .12
Demonstratessome
awarenessand
understanding
of self asa digital userin
highlyfamiliarcontexts
1 .13
Beginstoexpand
knowledge of anduse
digital devicesand
software inhighly
familiarcontexts
2 .12
Demonstratesan
understandingof self as
a digital userinfamiliar
contexts
2 .13
Appliesalimitedrange
of strategiestomanage
digital devicesand
software infamiliar
contexts
3 .12
Active awarenessof self
as a digital userina
range of familiarand
some unfamiliar
contexts
Level Indicator Description
3 .13
Appliesandexperiments
withdigital toolsand
software ina range of
familiarandsome
unfamiliarcontexts
Focus Areas and Performance
Features
The Indicatorsfor the core skill of digital
literacy are dividedintogeneral FocusAreas,
whichare furtherdividedinto Performance
Features.PerformanceFeatures provide
detaileddescriptionsof competent
performance atthe level andact as a guide to
ensure consistentandreliableinterpretation
of the Indicatorsat eachlevel.The Digital
LiteracySkillsFrameworkisorganisedinagrid
formationateach level (andstage) tomake it
possible toconsiderspecificaspectsof
performance forteaching,learningand
assessmentpurposes.See Table 4.
Table 4: IndicatorsandFocusAreas
Indicator.12 Indicator.13
Active awarenessof
self asa digital user
Knowledge,use and
applicationof digital
literacyskills
Connect,
communicate and
collaborate
Digital identityand
safety
Digital technologies
and systems
Create, organise,
presentandproblem
solve

13. ACSFDigital Literacy| 13
Three Domains of
Communication
As withthe ACSF,this Digital LiteracySkills
Frameworkconsidersthree broadDomainsof
Communicationwhendescribingperformance
across the breadthof contextswithinthe core
skill.Asthese are notentirely separable,they
may be betterunderstoodasorientations
rather thanas clearly distinctand exclusive
categories. Theyare:
 Personal andcommunity
 Workplace andemployment
 Educationand training.
Sample activities
Sample activitiesprovideexamplesof tasks
and texttypesthatreflectthe real life
experiencesof adults. Sample activitiesare
providedforeachof the three Domainsat
each level (orStage).
Sample activitiesare notassessmentactivities
but provide examplestoguide the
developmentof learningandassessment
tasksthat are appropriate forthe Domainand
the level.Theyalsoprovidealinktoreal work
to assistwithmappingworkplace tasksto
the ACSF.
At the lowerlevelsof thisDigital LiteracySkills
Frameworkthere are differencesbetween
taskslike ‘use’and‘download’,forexample,
downloadingandsettingupanappis a more
demandingtaskthanusingan app.
Performance Features Grids
Appendix 1providesthe progressionacross
the 4 levels(andPL1stages) atthe
performance feature level.The gridsare a
quickwayto track progress inspecificlevels
of skillsandtoknow a learner’sstrengthsand
areas to improve.The gridsalsoprovide
informationforcurriculumdevelopmentand
planning,andthe LLN levelsrequiredforjobs.
Glossary
Some of the termsusedinthisDigital Literacy
SkillsFrameworkmaybe unfamiliartousers,
or usersmay interpretindifferentways.The
frameworkprovidesaglossaryof keytermsat
Appendix 2.These termsare underlined
throughoutthe framework.The glossaryis
alsoprovidedtohelpdevelopacommon
language aroundthe core skill of Digital
Literacy.

14. ACSFDigital Literacy| 14
Overview of the Digital Literacy Skills Framework
Diagram 1 illustratesthe structure andcomponentsof the core skill of digital literacy.

15. ACSFDigital Literacy| 15
Core Skills
Digital Literacy
Digital Literacy Pre Level 1
Level of
Performance
Support Context TextComplexity Task Complexity
PL1.12
Demonstrates
extremelylimited
awarenessof selfas
a digital user
Works withan
expert/mentor
where highly
structured
supportand
modellingis
provided,
initiatedbythe
expert/mentor
Extremely
familiarcontexts
Extremely
concrete and
immediate
Extremely
restrictedrange
of contexts
Extremely
simple,short
texts
Extremely
explicitpurpose
Extremely
limitedand
personally
relevant
vocabulary
Concrete tasksof
a single step
Processes
include copying,
naming,
matching,
limitedordering,
simple
recognising
Focusarea Performance features
include Stage A
Performance featuresinclude
Stage B
Connect,communicate and
collaborate
 Beginstorecognise
there are different
digital devices
commonlyusedto
connectwithothers
 Demonstrates
extremelylimiteduse
of digital device
 Beginstorecognise
some benefitsof
digitallyconnecting
withothers
 Beginstounderstandthe
purpose of some
commonlyuseddigital
devicesand software
applications
 Beginstounderstand
internetconnectivity
 Beginstouse an
extremelylimited
numberof digital devices
and software
applications
 Understandsa limited
range of benefitsand
drawbacksof being

16. ACSFDigital Literacy| 16
Focusarea Performance features
include Stage A
Performance featuresinclude
Stage B
digitallyconnectedto
others
Digital identityand safety  Showssome
recognitionthatusers
connectdigitallyfor
differentpurposes
 Copiessimple risk
protectioncode
 Beginstounderstand
there are risksassociated
withproviding
information
 Beginstorecognise
purpose of digital risk
protection
 Beginstounderstandthe
conceptof privacy
 Makes simple risk
protectioncode
Digital Literacy Pre Level 1
Level of
Performance
Support Context TextComplexity Task Complexity
PL1.13
Demonstratesan
extremelylimited
knowledge and use
of digital devices
Works withan
expert/mentor
where highly
structured
supportand
modellingis
provided,
initiatedbythe
expert/mentor
Extremely
familiarcontexts
Extremely
concrete and
immediate
Extremely
restrictedrange
of contexts
Extremely
simple,short
texts
Extremely
explicitpurpose
Extremely
limitedand
personally
relevant
vocabulary
Concrete tasksof
a single step
Processes
include copying,
naming,
matching,
limitedordering,
simple
recognising

17. ACSFDigital Literacy| 17
Focusarea
Performance features
include Stage A
Performance features include
Stage B
Digital technologiesandsystems
 Beginstorecognise
extremelyfamiliar
digital devices
 Demonstrates
extremelylimited
understandingof
maintainingdigital
devices
 Beginstorecognise
extremelyfamiliar
digital symbols
 Beginstounderstandthe
purpose of some
extremelyfamiliardigital
devicesandsoftware
 Demonstratesan
extremelylimited
capacityto maintain
digital devices
 Beginstonavigate
extremelysimple digital
screen
Create,organise,presentand
problemsolve
 Uses an extremely
limitedrange of digital
lettersandsymbols
 Followsasingle step
oral or pictorial
instructiontoactivate
or deactivate tool
 Beginstouse digital
peripherals
 Respondstoan
extremelylimited
numberof digital
alertsor symbols
 Uses an extremelylimited
numberof digital devices
and software
applications
 Recognisesandresponds
to a limitednumberof
digital promptsoralerts,
textsandsymbols
 Demonstratesa
recognitionof the
relationshipbetween
digital peripherals and
actionon screen
 Beginstounderstand
that contentcan be
changed.

18. ACSFDigital Literacy| 18
Domainsof
Communication
Digital literacyPre Level 1A Sample
activities
Digital literacyPre Level 1BSample
activities
Personal and
community
 Recognisesmobile phone,
personal computer,tablet
 Turns phone onor off
 Answersamobile phone call
 Turns TV or computermonitor
on or off
 Adjustsvolume onadigital radio
 Entersextremelyfamiliar
passcode ona mobile phone
 Recognisesdifferentformsof
the same letter,e.g.A,a
 Locatessymbolsonphone,e.g.
battery,volume +up, - down
 Copiesfirstname ontosimple
digital form
 Recognisesthe arrival of anew
message
 Namesandidentifiesthe
purpose of extremelyfamiliar
digital devices,e.g.mobile
phone,computer,tablet
 Matches digital tool tocommon
output,e.g.remote control for
TV
 Taps for EFTPOStransaction
 Ensuresthat phone locks
 Taps on or off publictransport
 Recogniseswhendevice battery
islow
 Repliestoashort SMS usingone
wordor emoji,e.g.Yes,No, 😊
 Uses motionsona touchscreen
to performtasks,e.g.swipe left
to turn a page
 Playsa simple digital game
 Clicksonclose downsymbol (X)
on taskbar to close screen

19. ACSFDigital Literacy| 19
Domainsof
Communication
Digital literacyPre Level 1A Sample
activities
Digital literacyPre Level 1BSample
activities
Workplace and
employment
 Recognisesmobile phone,laptop
computer,tablet
 OpensSMS instructionfrom
supervisor
 Turns two-wayradioorsatellite
phone onor off
 Entersextremelyfamiliar
passcode ona digital pad
 Followsmodelledinstructionto
turn computeron
 Respondstoextremelyfamiliar
on-screeninstruction,e.g.
screenflashesred=shut down
machine
 Namesandidentifiesthe
purpose of extremelyfamiliar
digital devices,e.g.identification
(ID) scanner
 Matches digital tool tocommon
use,e.g.tablettogas meter
reader
 Selectscorrectchannel ontwo-
wayradio
 Uses desktopicontoopen
software program, e.g.Microsoft
Outlook®
 Repliestoashort SMS
instructionusingone wordor
symbol e.g.Yes,No, 👍
 Holdsshiftkeytoget a capital
letter
 Uses backspace key to
delete text

20. ACSFDigital Literacy| 20
Domainsof
Communication
Digital literacyPre Level 1A Sample
activities
Digital literacyPre Level 1BSample
activities
Education and
training
 Recognisesextremelyfamiliar
digital terminology,e.g.on,off
 Recognisesmobile phone,
computer,tablet
 Turns tabletonor off
 Answersphone call fromtrainer
 Copiesgenericpasswordon
computer,e.g.GUEST1
 Followsextremelysimple
instructionanddemonstrationto
turn phone onand off
 Locatesbatterysymbol on
device
 Beginstouse computermouse
withsingle leftclick
 Understandsextremelyfamiliar
digital terminology,e.g.turn
computeron
 Use desktopicontoopen
extremelyfamiliarsoftware
program, e.g.Language program
 Respondstoa poll questionwith
one wordor symbol,e.g.Yes,
No, 👍
 Uses computermouse with
increasingaccuracyand double
clicks
 Uses shiftkeytodistinguish
uppercase from lowercase
 Entersfull name ondigital form
 Movesup and downa digital
page
 Respondstopromptto save file

21. ACSFDigital Literacy| 21
Digital Literacy Level 1
Level of
Performance
Support Context TextComplexity Task Complexity
1.12 Demonstrates
some awareness of
selfas a digital user
Works
alongside an
expert/mentor
where
promptingand
advice can be
provided
Highlyfamiliar
contexts
Concrete and
immediate
Veryrestricted
range of
contexts
Short andsimple
Highlyexplicit
purpose
Limited,highly
familiar
vocabulary
Concrete tasksof
1 or
2 steps
Processes
include locating,
recognising
Focusarea Performance featuresinclude
Connect, communicate and
collaborate
 Uses the internettoconnectwithothersusinga
limitedrange of digital devicesandsoftware
 Uses the internettocarry outa limitedrange of
familiardigital activities
 Beginstounderstandand use some basicconventions
of online netiquette
 Understandsa limitedrange of short,highlyexplicit
digital textsandtasks
Digital identityand safety  Beginstorecognise own digital footprintand its
permanency
 Recognisesandappliesaveryrestrictedrange of
digital risk protection software and privacystrategies
 Beginstorecognise unsafe web linksandwarnings
 Makes some distinctionbetweenpersonal andwork
relateduse of digital devicesandsoftware
 Beginstorecognise some inappropriate content

22. ACSFDigital Literacy| 22
Digital Literacy Level 1
Level of
Performance
Support Context TextComplexity Task Complexity
1.13 Recognisesa
restrictedrange of
methodsof
accessingand
organisingdigital
information
Works
alongside an
expert/mentor
where
promptingand
advice can be
provided
Highlyfamiliar
contexts
Concrete and
immediate
Veryrestricted
range of
contexts
Short andsimple
Highlyexplicit
purpose
Limited,highly
familiar
vocabulary
Concrete tasksof
1 or
2 steps
Processes
include locating,
recognising
Focusarea Performance featuresinclude
Digital technologiesandsystems  Identifiessome appropriate digital devicesand
software forimmediate tasks
 Recognisesalimitedrange of terms,symbolsandicons
withsome understandingof theirmeaning
 Demonstratessome familiaritywiththe basiclayout
conventionsof websitesandscreens
 Understandsthe purpose andkeyfeaturesof highly
familiardigital devicesandsoftware
Create, organise,presentand
problemsolve
 Uses the keyfeaturesof alimitedrange of digital
devicesandsoftware applications
 Retrievesshortandsimple informationfromadigital
system
 Createsnew file usinghighlyfamiliarsoftware
 Navigatestorequireddigitallocation
 Beginstouse some basic troubleshootingstrategies
 Uses highlyfamiliardigitalperipherals
 Uses highlyfamiliarsoftwareandadaptive technology
to enhance accessibilityanduseability

23. ACSFDigital Literacy| 23
Domainsof
Communication
Digital literacyLevel 1Sample activities
Personal and
community
 Initiates SMSmessage andaddsan emoji,photoor GIF
 Turns mobile phone off andonagainas a troubleshootingstrategy
 Repliesto ashort, simple emailmessage
 Checksbalance of bankaccount
 Savesa file intoadesignatedfolder,e.g. acake recipe intoRecipes
folder
 Rightclicksmouse to displaymenuandchoosesaction,e.g. copyand
paste
 Uses mouse withincreasingspeedandaccuracy,e.g. time taken
decreasesor a numberof difficultylevelsisachievedininteractive
digital games
 Takesa digital photoandsendstoa friend
 Distinguishespersonal activityfromworkactivity,e.g.savesfilesto
separate folders
 Retrievesadigital photoonphone fromaparticulardate
 Adjuststemperature of airconditioningusingdigitalinterface
 Knowsnotto clickon linksin emailsfromunknownsender
 Tops uppublictransportcard
 Uses voice totext/texttovoice applications
 Locatesa phone numberinowncontactslist
 Keepspasswordsprivate
Workplace and
employment
 Understandshighlyfamiliardigital terminology,e.g. desktop,logon,
log off
 Minimises,maximisesandclosesscreens
 Turns computeroff andon againas a troubleshootingstrategy
 Operatesequipmentusingdigital interface,e.g. adjustsspeedof
conveyor belt
 Makes a call on a mobile phone
 Entersdeliveryaddressinto GPSnavigatorandlocatesdirections

24. ACSFDigital Literacy| 24
Domainsof
Communication
Digital literacyLevel 1Sample activities
 Locatesa highlyfamiliardocument,e.g. clientrecord
 Createsa passwordor PIN
 Communicatesusingatwo-wayradio
 Savesa file orreportin an establishedfilingordata management
system,e.g. notesunderclientname
 Sendsshortand simple reply toanemail communication usingadigital
device
 Deletesinappropriatejoke emails
 Respondstopedestrianalertsystem(while operatingforklift)
Education and
training
 Logs on withusername andpassword
 Changesfontina documentheadingandsaves
 Completesbasicinternetsearchtofindspecificinformation,e.g.
today’s temperature
 Turns tabletoff and on againas a troubleshootingstrategy
 Createsa new folderforstudentfiles
 Uses digital language translatorforshort,simple text
 Uses dropdownmenuto selectoptionondigital form, e.g. state or
territory
 Savesa file intoadesignatedfolder,e.g. ownworkto studentfile
 Uses computermouse withincreasingaccuracy and rightclicksto
locate menu
 Distinguishes‘Reply’from‘Replyall’
 Recognisesarange of software iconson desktop,e.g. Microsoft
Office®
suite
 Recognisesalimitedrange of symbols,e.g.

25. ACSFDigital Literacy| 25
Digital Literacy Level 2
Level of
Performance
Support Context TextComplexity Task Complexity
2.12 Demonstrates
an understandingof
selfas a digital user
in familiarcontexts
May workwith
an
expert/mentor
where support
isavailable if
requested
Familiarand
predictable
contexts
Limitedrange of
contexts
Simple familiar
textswithclear
purpose
Familiar
vocabulary
Explicittasks
involvinga
limitednumber
of familiarsteps
Processes
include
identifying,
simple
interpreting,
simple
sequencing
Focusarea Performance featuresinclude
Connect,communicate and
collaborate
 Connectsandcollaborateswithothersusingavariety
of digital devicesandsoftware to transact and
communicate
 Understandsanincreasingrange of usesof the
internetforactivitiesand transactions
 Understandsandappliesalimitednumberof digital
netiquette conventions
 Initiates,maintainsandendsonline communications
Digital identityand safety  Beginstodemonstrate some insightwhensharing
informationoverthe internet
 Understandsthe importance of secure informationand
privacy
 Takessome personal responsibilityforidentifyingand
managingriskfactors
 Ensuressecurityprotection software isdownloaded
and updated
 Selectsappropriate audience forcommunication

26. ACSFDigital Literacy| 26
Digital Literacy Level 2
Level of
Performance
Support Context TextComplexity Task Complexity
2.13 Appliesa
limitedrange of
strategiesto
manage digital
devicesand
applicationsin
familiarcontexts
May workwith
an
expert/mentor
where support
isavailable if
requested
Familiarand
predictable
contexts
Limitedrange of
contexts
Simple familiar
textswithclear
purpose
Familiar
vocabulary
Explicittasks
involvinga
limitednumber
of familiarsteps
Processes
include
identifying,
simple
interpreting,
simple
sequencing
Focusarea Performance featuresinclude
Digital technologiesandsystems  Identifiescommon digital systemstocomplete familiar
tasks
 Understandssome general designandoperating
principlesof digital devicesandsystems
 Demonstrates familiaritywiththe layoutconventions
of websitesandelectronicdocuments
 Identifiesappropriate digital systemtouse to seek
immediate information
Create,organise,presentand
problemsolve
 Uses a limitednumberof software packages
 Uses search engineseffectively
 Ensuresoperatingsystemiscurrentandupdated
 Uses a limitedrange of digital peripherals
 Uses commonsymbolsandterminologyassociated
withthe digital world
 Uses familiardatamanagementsystems
 Uses familiardigital systemsanddevicestoaccess,
organise anddisplayinformation

27. ACSFDigital Literacy| 27
Focusarea Performance featuresinclude
 Troubleshootsfamiliarissuesandknowswhentoask
for assistance
 Uses internet-basedservicestocarryout a limedrange
of activitiesand transactions
Domainsof
Communication
Digital literacyLevel 2Sample activities
Personal and
community
 Downloadsadocumentfromthe internet
 Connectstofree,publicWi-Fi
 Respondstoan online adonan e-Commerce site,e.g.eBayorGumtree
or other
 Conductsa videocall,e.g.Facetime orother
 Uses MyGov account
 Booksa table atrestaurantonline
 Checkscomplete emailtrail before forwarding
 Makes an online purchase,e.g.movie tickets,taxi
 Attachesa digital file toanemail orsendsan MMS, e.g.a photo
 Ensuresoperatingsystemupgradesare downloadedandinstalled
 Uses interactive touchscreenmap,e.g.shoppingcentre map
 Uses phone appto checkpublictransporttimetable orcheck-infora
flight
 Editsand changesgraphicfiles,e.g.aphoto
 Initiatesemailcommunication
 Uses a joystickorcontrollertoplay a challenginggame
 Recognisesanddeletesphishingemails

28. ACSFDigital Literacy| 28
Domainsof
Communication
Digital literacyLevel 2Sample activities
Workplace and
employment
 Uses separate email addressesforpersonalandworkrelateduse
 Checkssecurityprotectionandpromptssecurityscanif required
 Retrieves,updatesandsave fileswithinestablishedfilingordata
managementsystem
 Scans a document
 Participatesinavideocall withinterstate colleaguese.g. Zoomor
other
 Uses a digital interface tooperate aprocess
 Identifiesstockusingadigital scanner
 Opensdigital calendartocorrectday and date to checktasks
 Conductsinternetbasedsearchestoidentifyjobopportunities
 Addsa contact to a digital addressbook
 Selectsappropriate receiver/sforinformation,i.e. avoidsglobal
messaging/spamming
 Names,storesandlocatesdifferentfiles
 Uses joystickorcontrollertooperate amachine,e.g. crane,
surveillance camera
 Accessescustomer/client/patientinformationinafamiliardatabase
 Takesnotesor orderson a tablet
 Opens file andentersdataintoa simple chartor table

29. ACSFDigital Literacy| 29
Domainsof
Communication
Digital literacyLevel 2Sample activities
Education and
training
 Uses useful keywordsandsearchtechniqueswhensearchingthe
internet
 Formatstextin a shortdocument
 Strengthensapasswordandupdateswhenprompted
 Beginstouse some keyboard shortcuts,e.g.Ctrl C,Ctrl V
 Conductsinternetbasedsearchestoidentifyfurthertraining
opportunities
 Participatesinagroup message chate.g.WhatsAppor other
 Names,storesandlocatesdifferentfiles
 Uses reply,replyall andforwardemail functionsappropriately
 Createsa digital presentation,e.g.PowerPoint®,movieorother
 Interactswithothersappropriatelyusinginternetbasedsoftware,e.g.
groupdiscussion
 Uses electronicmessagingtoseekadvice frompeers
 Uses searchfunctionwithinawebsite
 DownloadsaneBook
 Identifiessecure websitesbylookingforthe padlocksymbol inaweb
browserwindow

30. ACSFDigital Literacy| 30
Digital Literacy Level 3
Level of
Performance
Support Context TextComplexity Task Complexity
3.12 Active
awarenessof selfas
a digital user ina
range of familiar
and some unfamiliar
contexts
Works
independently
and usesown
familiar
support
resources
Range of familiar
contexts
Some less
familiarcontexts
Some
specialisationin
familiar/known
contexts
Routine texts
May include
some unfamiliar
elements,
embedded
informationand
abstraction
Includessome
specialised
vocabulary
Tasks involvinga
numberof steps
Processes
include
sequencing,
integrating,
interpreting,
simple
extrapolating,
simple
inferencing,
simple
abstracting
Focusarea Performance featuresinclude
Connect,communicate and
collaborate
 Recognisesdifferentwaystoconnecttothe internet
 Connectsandcollaborateswithothersusingawireless
digital device andsoftware totransactand
communicate
 Demonstratesan understandingof how tomanage
internetuse forcommunicationandtransactions
 Understandshow digital netiquette impacts
communication
Digital identityand safety  Setsuserpreferences forsoftware applications
 Demonstratesunderstandingof virus protection
software
 Demonstratesknowledge of systemsafetytoensure
data isprotectedif systemfails
 Understandsonline safetytocomplete financial
transactions

31. ACSFDigital Literacy| 31
Focusarea Performance featuresinclude
 Demonstratesawarenessof strategiestomitigate
potential negative impactsof digitaloronline activity
 Identifiesthe purposeandintendedaudience of a
range of online contentand/orsoftware forthe user
 Uses technologyergonomically

32. ACSFDigital Literacy| 32
Digital Literacy Level 3
Level of
Performance
Support Context TextComplexity Task Complexity
3.13 Appliesand
experimentswith
digital tools and
software ina range
of familiarand some
unfamiliarcontexts
Works
independently
and usesown
familiar
support
resources
Range of familiar
contexts
Some less
familiarcontexts
Some
specialisationin
familiar/known
contexts
Routine texts
May include
some unfamiliar
elements,
embedded
informationand
abstraction
Includessome
specialised
vocabulary
Tasks involvinga
numberof steps
Processes
include
sequencing,
integrating,
interpreting,
simple
extrapolating,
simple
inferencing,
simple
abstracting
Focusarea Performance featuresinclude
Digital technologiesandsystems  Uses a range of familiardigital technologiesand
systems addressnew situations
 Identifieswiredandwirelessdigital connection
methodsavailabletoconnecta range of devicesto
complete tasks,including cloudstorage
 Followsinstructionstoconnectadevice toa network,
connectunpaireddevicesortransferafile between
deviceswirelessly
 Explainshow toconnecta device toa network,
connectunpaireddevicesortransferafile between
deviceswirelessly
Create, organise,presentand
problemsolve
 Downloadsandinstallssoftwareapplications
 Uses appropriate digital devicesand software to
addressa new communicationorinformationneed
 Uses a range of software applicationstocommunicate,
organise anddisplayinformation

33. ACSFDigital Literacy| 33
Focusarea Performance featuresinclude
 Uses wiredandwirelessconnectionstoaccess,
organise anddisplayinformation
 Uses internetsearchcommands toimprove and
narrow searchresults
 Uses a range of symbolsandterminologyassociated
withconnectingdevicestonetworksorconnecting
devicesbothwiredandwirelessly
 Takesstepsto troubleshootsolutionstoa recurring
digital technologyproblem
Domainsof
communication
Digital literacyLevel 3sample activities
Personal and
community
 RegistersforMyGov
 Uses of a range of online financialtransactionmethodsandonline
paymentservicesavailable,e.g.OSKO,BPAY,creditcardor other
 Downloads andinstallsasoftware application
 Paysfor an online fileorsubscriptionservice andusesthe contentlegally,
e.g.Spotify,Netflix orother
 Createsan example of anonline advertisemente.g.adforGumtree or
other
 Createsa digital profilebydescribingpersonalonline avatar
 Createsandeditsa short movie ona mobile device
 Createsinstructionsonhow topair Bluetooth® speakerstoadevice from
the stepof turningiton
 Fillsoutan online surveyformtoexpresssatisfactionordisappointment
withan online serviceorproduct
 Pairsan undiscoveredmobiledevice toaTV
 Manages nuisance callersbyblockingamobile contact
 Changesandsavesa keyboardor control settingsina computergame

34. ACSFDigital Literacy| 34
Domainsof
communication
Digital literacyLevel 3sample activities
 Uses a ‘findmydevice’service toringa smartphone (simulatingalost
mobile device)
Workplace and
employment
 Sendsa digital meetingrequeste.g.Outlookcalendarorother
 Demonstratesappropriate netiquette inworkplacecommunicationand
explainsthe effectsof positiveandnegative netiquetteonco-workers
 Setsup a workstationfora userthat minimizesdiscomfortandmaximises
efficiency
 Identifiesall the possiblewiredandwirelessconnectionsavailable for
devicesinasmall office,e.g.Wi-Fi,Bluetooth®,GPSlocation,USB™,
HDMI™, RCA connectorsor other
 Createsa straightforwardflowchartonhow toconnectto Wi-Fi usingan
undiscoveredPCfromthe stepof turningiton andinclude anEthernet
cable as troubleshooting
 Includesafile type tosearchtermsto narrow an internetsearch,e.g..pdf
 Narrows termsin an internetsearchtogetspecificinformation,e.g.‘gluten
free bread’
 Manages workhoursby configuringworkphone settings,e.g.Donot
disturbor an automaticSMS response
 Connectstoa Wi-Fi networkandlocatesinformationaboutthe connection,
e.g.status – connected,disconnected,signal strength –poor,fair or good,
linkspeedinmbps
Education and
training
 Setsup a spreadsheetthatincorporatesuse of built-informula,e.g.sumof
rowsA to H
 Completesregularback-upsof data
 Marks an email as ‘junk’topreventfurtheremail contact
 Interrogatesandorganisesdataina spreadsheet,e.g.sortsdatafrom
smallesttolargest,alphabetically
 Createsa documentwithacontentspage,e.g.Word documentorother
 Schedulesregulardeliveryof apodcast

35. ACSFDigital Literacy| 35
Domainsof
communication
Digital literacyLevel 3sample activities
 Convertsdatato a bar graph or pie chart
 Followsinstructionsanddemonstrateshow toconnecttwodigital devices
inthe classroomfromthe stepof turningthemon
 Findsa ‘howto’clipon a videostreamingplatformandfollowsthe
instructionstosolve anunfamiliartechnologyproblem
 Uses a mobile device asa mobile hotspot,tetheranotherdevice toitin
orderto connectthe seconddevice tothe internet
 Contributestoonline chatusingnetiquette
 Understandthat itmay be illegal toreuse contentthatbelongstoothers
withouttheirpermission
 Scans,pairs,renames,savesandunpairsBluetooth® headphonestoa
smartphone

36. ACSFDigital Literacy| 36
Appendix 1: Performance Features Grid – Digital Literacy
Digital literacyindicator .12: Active awarenessof selfas a digital user
FocusArea Pre Level 1A Pre Level 1B Level 1 Level 2 Level 3
Connect,
communicate
and collaborate
 Begins to recognise
there are different
digital devices
commonly used to
connect with others
 Demonstrates
extremely limited use
of digital device
 Begins to recognise
some benefits of
digitally connecting
with others
 Begins to understand
the purpose of some
commonly used
digital devices and
software applications
 Begins to understand
internet connectivity
 Begins to use an
extremely limited
number of digital
devices and software
applications
 Understands a
limited range of
benefits and
drawbacks of being
digitally connected to
others
 Uses the internet to
connect with others
usinga limited range
of digital devices and
software
 Uses the internet to
carry out a limited
range of familiar
digital activities
 Begins to understand
and use some basic
conventions of online
netiquette
 Understands a
limited range of
short, highly explicit
digital texts and tasks
 Connects and
collaborates with
others usinga variety
of digital devices and
software to transact
and communicate
 Understands an
increasingrangeof
uses of the internet
for activities and
transactions
 Understands and
applies a limited
number of digital
netiquette
conventions
 Initiates,maintains
and ends online
communications
 Recognises different ways to
connect to the internet
 Connects and collaborates
with others usinga wireless
digital deviceand software to
transactand communicate
 Demonstrates an
understandingof how to
manage internet use for
communication and
transactions
 Understands how digital
netiquette impacts
communication

37. ACSFDigital Literacy| 37
FocusArea Pre Level 1A Pre Level 1B Level 1 Level 2 Level 3
Digital
identityand
safety
 Shows some
recognition that
users connect
digitally for different
purposes
 Copies simplerisk
protection code
 Begins to understand
there are risks
associated with
providinginformation
 Begins to recognise
purpose of digital risk
protection
 Begins to understand
the concept of
privacy
 Makes simplerisk
protection code
 Begins to recognise
own digital footprint
and its permanency
 Recognises and
applies a very
restricted range of
digital risk protection
software and privacy
strategies
 Begins to recognise
unsafeweb links and
warnings
 Makes some
distinction between
personal and work
related use of digital
devices and software
 Begins to recognise
some inappropriate
content
 Begins to
demonstrate some
insightwhen sharing
information over the
internet
 Understands the
importance of secure
information and
privacy
 Takes some personal
responsibility for
identifyingand
managingrisk factors
 Ensures security
protection software
is downloaded and
updated
 Selects appropriate
audiencefor
communication
 Sets user preferences for
software applications
 Demonstrates understanding
of virus protection software
 Demonstrates knowledge of
system safety to ensure data
is protected if system fails
 Understands onlinesafety to
complete financial
transactions
 Demonstrates awareness of
strategies to mitigate
potential negative impacts of
digital or onlineactivity
 Identifies the purposeand
intended audienceof a range
of onlinecontent and/or
software for the user
 Uses technology
ergonomically

38. ACSFDigital Literacy| 38
Digital literacyindicator .13: Knowledge,use and applicationof digital literacy skills
FocusArea Pre Level 1A Pre Level 1B Level 1 Level 2 Level 3
Digital
technologies
and systems
 Begins to recognise
extremely familiar
digital devices
 Demonstrates
extremely limited
understandingof
maintainingdigital
devices
 Begins to recognise
extremely familiar
digital symbols
 Begins to
understand the
purpose of some
extremely familiar
digital devices and
software
 Demonstrates an
extremely limited
capacity to
maintain digital
devices
 Begins to navigate
extremely simple
digital screen
 Identifies some
appropriatedigital devices
and software for
immediate tasks
 Recognises a limited range
of terms, symbols and
icons with some
understandingof their
meaning
 Demonstrates some
familiarity with the basic
layoutconventions of
websites and screens
 Understands the purpose
and key features of highly
familiardigital devices and
software
 Identifies common
digital systems to
complete familiar
tasks
 Understands some
general design and
operating principles
of digital devices and
systems
 Demonstrates
familiarity with the
layoutconventions of
websites and
electronic documents
 Identifies appropriate
digital systemto use
to seek immediate
information
 Uses a range of familiar digital
technologies and systems
address new situations
 Identifies wired and wireless
digital connection methods
availableto connect a range
of devices to complete tasks,
includingcloud storage
 Follows instructionsto
connect a device to a
network, connect unpaired
devices or transfer a file
between devices wirelessly
 Explains howto connect a
device to a network, connect
unpaired devices or transfer a
filebetween devices
wirelessly

39. ACSFDigital Literacy| 39
FocusArea Pre Level 1A Pre Level 1B Level 1 Level 2 Level 3
Create,
organise,
present and
problem solve
 Uses an extremely
limited range of
digital letters and
symbols
 Follows a single
step oral or
pictorial
instruction to
activateor
deactivate tool
 Begins to use
digital peripherals
 Responds to an
extremely limited
number of digital
alerts or symbols
 Uses an extremely
limited number of
digital devices and
software
applications
 Recognises and
responds to a
limited number of
digital prompts or
alerts,texts, and
symbols
 Demonstrates a
recognition of the
relationship
between digital
peripherals and
action on screen
 Begins to
understand that
content can be
changed
 Uses the key features of a
limited range of digital
devices and software
applications
 Retrieves shortand simple
information from a digital
system
 Creates new fileusing
highly familiar software
 Navigates to required
digital location
 Begins to use some basic
troubleshootingstrategies
 Uses highly familiardigital
peripherals
 Uses highly familiar
software and adaptive
technology to enhance
accessibility and useability
 Uses a limited
number of software
packages
 Uses search engines
effectively
 Ensures operating
system is current and
updated
 Uses a limited range
of digital peripherals
 Uses common
symbols and
terminology
associated with the
digital world
 Uses familiar data
management
systems
 Uses familiar digital
systems and devices
to access,organise
 Downloads and installs
software applications
 Uses appropriatedigital
devices and software to
address a new
communication or
information need
 Uses a range of software
applicationsto communicate,
organiseand display
information
 Uses wired and wireless
connections to access,
organiseand display
information
 Uses internet search
commands to improve and
narrowsearch results
 Uses a range of symbols and
terminology associated with
connecting devices to
networks or connecting

40. ACSFDigital Literacy| 40
FocusArea Pre Level 1A Pre Level 1B Level 1 Level 2 Level 3
and display
information
 Troubleshoots
familiarissues and
knows when to ask
for assistance
 Uses internet-based
services to carry out
a limed range of
activities and
transactions
devices both wired and
wirelessly
 Takes steps to troubleshoot
solutions to a recurringdigital
technology problem

41. ACSFDigital Literacy| 41
Appendix 2: Glossary
Term Meaning
Attachments A file thatiscommonlysentwithamessage,suchas an email.
Avatar A computergeneratedcharacterthatrepresentsanonline user.
Bluetooth®
A wirelesstechnologythatallowstwo devicestoexchange datawithin
close proximity
Chat
Distinctfromemail andonline forums,messagesare usuallyshortand
exchangesoccurinreal-time similaraconversation
Cloudstorage
A more accessible butlesssecure modelof digital storage wherebyfiles,
or versionsof files,are storedonmore thanone serverandaccessible
across multiple devicesoftenthroughacloudstorage provider
Digital devices
Physical devicesortools,forexample:mobilephone,smartphone,
personal computer,laptopcomputer,tabletPC,scanningequipment,
digital interface (tooperate equipment).
Digital footprint
A digital footprintisthe informationortrail of datathat a personcreates
fromtheironline activity. Itismade up of websitesvisited,emails and
informationononlineservices. Italsoincludesactivityonsocial media,
tweetsandblogs.A digital footprintispermanent,evenif some
informationoractivityisdeleted.
Digital literacy
Digital literacyisthe abilitytodefine,access,manage,integrate,
communicate,evaluateandcreate informationsafelyandappropriately
throughdigital technologiesandnetworkeddevicesforparticipationin
personal,economicandsocial life.(UNESCO 2018). The skillsneeded
include the abilitytosearchandnavigate,create,communicateand
collaborate,thinkcritically,analyse information,andremainsafe usinga
varietyof digital technologies.Digital literacyskillsexistonacontinuum
withvaryingdegreesof competencydependingonthe contextandon
the level requiredindifferentsituations.

42. ACSFDigital Literacy| 42
Term Meaning
Digital peripherals
An external device thatprovidesinputandoutputforthe computer.
 Inputexamples:keyboard,mouse,joystick
 Outputexamples:monitor,printer,loudspeakers,headphones
 Inputand output examples:harddrives,modems
Digital risk protection
Digital riskprotectionfocusesonprotectingorganizational reputation,
customerexperience andrevenue.Digital riskprotectiontools,products
and servicesare designedtorapidlydetectdigital threatsandrespondto
eventstominimize organizational disruptionandanyfinancial losses.
Digital riskprotectionreducesrisksthatemerge fromdigital
transformation,protectingagainstthe unwantedexposure of a
company'sdata, brand,and attack surface andprovidingactionable
insightonthreatsfromthe open,deep,anddarkweb.
Digital system
Digital systemreferstofeaturessuchashardware,software and
networksandtheiruse.There maybe several differentcomponentsthat
make up one system, e.g.acomputerhas a central processingunit,hard
disk,keyboard,mouse,screen,etc.
EFTPOS
ElectronicFundsTransferat PointOf Sale isa digital paymentsystemfor
goodsor servicesbasedonthe use of paymentenableddevicesorcards.
e-Commerce Commercial transactionsconductedelectronicallyusingthe Internet.
Emoji
Derivingfromthe Japanese words絵+文字,‘e +moji,’‘picture +
character,’emojisare ideogramsandfacesusedasdigital messages.
Ethernetcable A cable that connectswired devicestothe internetandforsharingdata.
GIF
Graphic Interchange Format,pronouncedboth‘jif’andwithahard ‘G’ as
inGraphic, isa digital formatforbothanimatedandstaticimages.
GPS
Global PositioningSystemprovidesyourlocationonthe earthor inthe
air where there isline of sighttoat leastfoursatellites.
HDMI
HighDefinitionMediaInterface isaconnectorof varyingshapesand
sizesfordeliveringhighqualityvideoandaudiobetweendevices.
IP address
InternetProtocol addressisanumerical addressfora device connected
to a networkthatusesthe internettocommunicate.

43. ACSFDigital Literacy| 43
Term Meaning
Link
An abbreviationof hyperlink,isaclickable textorobjectthatletsyou
jumpdirectlytosomethingonthe internet
Mobile hotspot
A mobile phone orhardware thatsharesa wirelessaccesspointwith
anotherdevice foritto have accessto mobile data
MMS
MMS is a methodof sendingtextmessagesthatinclude multimedia
contentusinga mobile device,e.g.textwithaphoto,textwitha video.
Netiquette
Referstostandardsof goodbehaviourinonline communicationsuchas
email,social media,onlinechats,forums,social networkingsites.
Permissions
Grantingan applicationorprogram a range of accessfrom  to data,
fromsuch as contacts to hardware,suchas a camera
Phishing
Phishingisthe maliciouspractice of attemptingtotrickindividualsor
businessestoprovide personalinformatione.g.logins,bankorcredit
card details.Itisoftendone throughemail.
Ping
A connection’sreactiontimeof adevice sendingarequestandis
measuredinmilliseconds.
QR Codes
A quickresponse code isablack and white squaredpatternwithina
square that can be read by a mobile cameratodecode aninternetlink,
for example.
RCA connectors
Analogconnectors,usuallyyellow forvideoandredandwhite foraudio,
that transferaudiovisualsignalsbetweendevices.
Software/application
Software isa general termforcomputerdata,while an application (app)
isa kind of software usedfora certaintask.Applications are often
operatingsystemspecific,whilesoftware isnotnecessarily
so. Applications usuallyneeduserinteractiontofunctionwhile thisisnot
necessarilythe case with software.
Software Packages
Software packagesare resourcesorfilesthatare bundledtogetherasa
collectionof software.
SMS
Short Message Service isadigital textmessage.Thisisdifferenttoan
MMS or MultimediaMessagingService thatincludesattachments,such
as photosor video.
Sync An  A derivative of synchronize,harmonizingdataacrossdevices.

44. ACSFDigital Literacy| 44
Term Meaning
Tablet A tablet,ortabletPC,is a portable computerthatusesa touchscreen.
Time-out A settingorapplicationthathidesorrestrictsaccessto apps.
Transactions
Transactionsinclude commercial transactions;refertoe-commerce,a
communicative transaction;adigital message (SMSorMMS) or a
documenttransaction(.pdf),unlessotherwisespecified.
Wi-Fi
Wi-Fi isa networkingtechnologythatallow adigital device toconnectto
the Internetwirelesslyortocommunicate withanotherdevice wirelessly
withinalimiteddistance.

45. ACSFDigital Literacy| 45
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