193 Copyright © 2019, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 12 DOI: 10.4018/978-1-5225-9261-7.ch012 ABSTRACT In November 2014, the State Secretary for Education, Culture, and Science of the Netherlands ofcially launched an online country-wide consultation about the future of Dutch education. Based on the outcomes and the ongoing debate, the Netherlands started the development of a new curriculum framework for primary and secondary education in 2018. One of the new themes in this curriculum is digital literacy, which is defned as a combination of ICT skills, media literacy, information literacy, and computational thinking. Together with other subjects such as languages and mathematics, digital literacy will be part of the design of the new curriculum. A teacher design team for digital literacy developed a vision and elaborated this in eight big ideas. Based on the big ideas learning trajectories were designed. These learning trajectories describe what students should learn in primary and secondary education. Schools were involved in the design process from the start. It is expected that the mandatory curriculum frame- work will be implemented in the year 2022. INTRODUCTION Even though “information science” and “informatics” was part of the national curriculum in the Nether- lands in the 1980s/90s, this was a) particularly the case in secondary education and b) primarily focused on understanding and be able to work with computers and programming. These subjects eventually proved very difficult to implement and they disappeared in 2000 from the curriculum (Voogt & ten Brummelhuis, 2014). The discussion about Information and Communication Technologies (ICT) in education gradually changed from learning about ICT to using ICT for learning and more and more attention was paid to the integration of ICT in education as a “tool” for teachers. Yet, about 10 years later, the discussion on learning about ICT started again, among others because of a report of the Royal Netherlands Academy Digital Literacy as Part of a New Curriculum for the Netherlands Petra Fisser National Institute for Curriculum Development, The Netherlands Allard Strijker National Institute for Curriculum Development, The Netherlands