Information and digital literacy in education via the digital path

This paper offers a newly conceptualized modular framework for digital literacy that defines this concept as a task-driven ‘‘social constructivist digital literacy,’’ comprising 6 practice domains grounded in Constructionism and social constructivism: Create, Manage, Publish, Socialize, Research, Surf. The framework articulates possible instructional design and research operationalizations for the concept, based upon a coordinated set of activities centering on student game design. The paper then reports on results of an implementation study involving game design drawing upon the framework, addressing ways in which the practice domains inter-operate when the specified instruction is offered as a coordinated intervention.