This final post in the series lands on some important ideas—particularly the call to see digital literacy as a socio-political issue rather than just a set of technical competencies. I appreciate the emphasis on critical agency and the reminder that access, power, and inequality are embedded in our digital practices. That’s a necessary conversation.

At the same time, I’m still left wondering how to apply this in practical terms. The series raises valid critiques, but I found myself searching for clearer guidance on what we might do differently in teaching contexts. After three thoughtful posts, I respect the depth of analysis, but I’m still looking for something I can use—something to help translate these ideas into action in the classroom.

I appreciate the breakdown of different frameworks in this section—especially the way it highlighted how each one reflects its own context. The main point seems to be that no single framework can do it all, and we need to be cautious about adopting models without thinking critically about where and how they were created. But from a pragmatic perspective, I’m left wondering—if we can agree that digital literacy is contextual and evolving, shouldn’t we have moved beyond describing the problem?

I think the term “digital literacy” is too broad and overused -- to the point that maybe it has become meaningless as it is also contextless on its own. Brown’s call to talk about digital literacies in the plural resonates because what is fluent for one person might not mean the same for another. As educators we need to be a sensitive about relying on generic frameworks that assume all students needs, or skills are the same, and we need to be aware that digital participation is linked to personal values, not just to technologies.

Of course—here’s a shorter, more reflective version with that “this hadn’t occurred to me before” tone:

I hadn’t really thought about digital literacy from a political perspective. I’ve always focused on helping students use tools well and to prepare them for the workforce, but not so much on who gets left out or why. This made me realise it’s not just about skills—it’s also about power, access, and feeling like you belong in digital spaces.

I've seen a lot of overly-designed concept wheels that claim to simplify concepts, but actually just reduce complex, messy processes into meaningless icons and pretty pictures. I appreciate Brown’s call to stop pretending these visuals are useful. In my own teaching, I’ve felt the tension between wanting clarity or definitions, and needing to acknowledge complexity.

This three-part series of blog posts provides a useful overview of the history of digital literacy. I've added links to the other two posts to make them easy to find: * Part 2 * Part 3