The framework has been used to examine institutional practices that support learner development towards effective learning in the JISC funded SLiDA project.
Sharpe, R. & Benfield, G. (2012) Institutional strategies for supporting learners in a digital age. Enhancing Learning and Teaching in the Social Sciences.4 (2),
The framework has been used to articulate the capabilities of digital scholars at the University of Exeter as part of the JISC funded Cascade project
The framework has been used to articulate discipline specific definitions of digital literacy at the University of Bath. The framework was used a tool in faculty based workshops as part of the JISC funded PRIDE project, see http://digilitpride.wordpress.com/faculty-learning-communities/flc-resources/
The framework has been used to underpin the Oxford Brookes definition of digital and information literacy which has been adopted as one of the university’s core graduate attributes in the Strategy for Enhancing the Student Experience (2010).
Here the definition of digital literacy is “The functional access, skills and practices necessary to become a confident, agile adopter of a range of technologies for personal, academic and professional use.”