Prof. Rebecca Reynolds’ article on digital literacy is published in Education Technology Research & Development titled, “Defining, Designing for, and Measuring ‘‘Socialconstructivist Digital Literacy’’ Development in Learners: A Proposed Framework.”  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.