Hi, Ian! I’m interested in following this conversation. I teach instructional tech for pre-service teachers, and as our state has moved to Digital Literacy and Computer Science standards for technology education, I’ve noticed this shift requires an increasing interdisciplinary awareness for practioners. It’s easier with elementary versus secondary audiences, but it appears authentic, particpatory pedagogy grounded in lenses such as inquiry learning brings disciplines together to achieve the common task at hand.
My colleague and I at my university are currently editing a book on participatory literacy practices. We added “in the digital age” at the end of the title versus choosing to call for proposals on digital literacy not only because she has a social studies education background, but also because we believe the recognition of the purpose of literacy versus the medium itself is more important to emphasize in the current climate. If you haven’t thought about doing so already, you may want to hop over to the National Council for the Social Studies. Their C3 framework has some interesting correlations to the field of literacy and may also help you in your work of revisiting the definition of digital literacy.
Hope this helps!