The notion of 'digital literacy' or 'digital literacies' is generally related to students reflecting a concern to develop digital knowhow as part of a student's graduate attributes. However, the focus for this chapter is lecturers' digital literacy. The chapter illustrates ways that lecturers' digital literacy has been researched and contrasts two methodological approaches that span both positivistic and interpretive traditions. It also contrasts two well established frameworks for digital literacy and illuminates how these conceptualizations offer different ways of understanding academics' digital literacy by highlighting their strengths and limitations. The chapter argues for a pluralistic approach to selecting methodology and framework which is determined by the purpose of the research and its research questions. It also makes the case for using Sharpe and Beetham's model of digital literacy with academics.
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