I was exposed to the terms “digital natives” around 2005 (Prensky, 2001). It seemed a fascinating idea through the lens of my observations of my students and nephews. They pick up photo and video editing with much less effort than I could and constantly multi task while on social media and tackling homework. Indeed it is an age and generation argument which is becoming increasing invalid as the digital divide becomes less pronounced. In contrast, I liked the reading on digital residents and visitors (White, 2011) that focuses not on digital skills but also on the spaces you choose or do not choose online. It is a much more balanced view on digital skills. Some of us are really skilled technically in software and online tools but may not wish to leave behind an online presence. We just wish to be visitors. There may be others who live their lives online or are residents. This behavior is on a continuum. I personally feel there are times when it is wonderful to be able to share special moments and pictures with friends and family using social network. Even more awesome when your photograph is liked by a professional community like Facebook groups or Flickr. When it comes to professional life my “residency” goes only as far as Linkedin. These nuanced views help me appreciate student and instructor behavior in healthier ways. Digital skills and literacies are key in this day and age where technology has pervaded all aspects of life – how we want to grow, share, and/or live it. It is important definitely to define digital literacies. I like JISC’s (2012) classification:

• Media literacy – critically read and creatively produce academic and professional communication in a range of media

• Information literacy – find, interpret, evaluate, manage, and share information

• Digital scholarship – participate in emerging academic, professional and research practices that depend on digital systems

• Learning skills – study and learn effectively in technology-rich formal and informal environments

• ICT literacy – adopt, adapt, and use digital devices, applications, and services

• Career & identity management – manage digital reputation and online identity

• Communication and collaboration – participate in digital networks for learning and research

I like how the different areas are learning focused and motivate learners to stretch their digital skills further: for media literacy, to help develop critical thinking, for the development of scholarship, and to create an online identity that embraces creativity and professionalism. It is a sad reality but some of our students’ postings can be distasteful. I think the conversations about digital footprints and an increasing awareness of how to develop an online professional network (Camacho, Minelli, & Grosseck, 2012) are necessary as we journey with our students through undergraduate studies to working life.