Definitions don't matter : digital literacy and the undoing of Subject Media?

The recent Translit report on media and information literacy policies in the UK calls for more research into the relationship between ?Media Studies and media /digital / information literacy in order to provide robust evidence of the need for training and legitimation for the subject as the preferable ?conduit? for digital citizenship in the 21st century? (McDougall et al 2014). This paper draws on empirical material collected towards an exploration of further education teachers? talk about digital literacy to begin these conversations. We put to work ideas from Gee (2011) to map the discursive terrain that shapes ideas, concepts and practices relating to digital literacy within the college context and share our emergent thinking about how digital literacies, and identities for teachers, students and disciplines, are constituted, and constituting within an institutional setting. Towards concluding we invoke Hobbs? provocation to the Media Education Summit that perhaps ?definitions don?t matter? and that digital literacy is less a ?something? than an opening up, for teachers, teacher educators and policy makers both in the UK and in the wider international education community, to begin to imagine differently.