"Rather than aiming to produce a framework of digital literacies, we are working with the notion of 'genres of participation', an approach first used to define aspects of digital youth culture but which, using VandR as genres, translates well into more academic contexts. The strength of taking this approach is that the notion of genres is inherently fuzzy edged, reflecting the increasingly blurred boundaries between roles and behaviours online – between the personal and the institutional. Unlike many competency frameworks, VandR doesn't imply that there is a linear progression in developing digital literacies. In fact our data indicate that individuals evolve their forms of engagement online in a fairly ad hoc, try-it-and-see manner, based on their immediate needs."
David White, Using the web for learning and teaching – a new understanding, The Guardian 8 June 2012