_________________ Cite this Article as: Lukasz TOMCZYK and Laura FEDELI “Digital Literacy among Teachers – Mapping Theoretical Frameworks: TPACK, DigCompEdu, UNESCO, NETS-T, DigiLit Leicester” Proceedings of the 38th International Business Information Management Association (IBIMA), 23-24 November 2021, Seville, Spain, ISBN: 978-0-9998551-7-1, ISSN: 2767-9640 Digital Literacy among Teachers – Mapping Theoretical Frameworks: TPACK, DigCompEdu, UNESCO, NETS-T, DigiLit Leicester Lukasz TOMCZYK Pedagogical University of Cracow, Krakow, Poland lukasz.tomczyk@up.krakow.pl Laura FEDELI University of Macerata, Macerata, Italy laura.fedeli@unimc.it Abstract The aim of this article is to systematically review the most influential and widely discussed theoretical frameworks that relate to the digital literacy (DL) of teachers. The aim of the research is to show the differences and similarities between the most popular theoretical frameworks on DL. The choice of theoretical frameworks was dictated by the visibility (citability) of the different concepts. The research review includes the five most frequently cited concepts for understanding the phenomenon of the implementation of ICT in education at different levels of formal and university education. The article synthesizes and compares such concepts as TPACK, DigCompEdu, UNESCO, NETS-T, and DigiLit Leicester. Based on the analyses, it was noted that: 1) There is no one-size-fits-all way to measure DL among teachers; 2) The aforementioned theoretical frameworks mostly have clearly defined areas and levels of DL; 3) Most of the concepts assume measurement through self-declaration, abandoning measurement through practical activities; 4) All concepts clearly emphasize that DL cannot be separated from teaching processes; 5) DL among teachers differs from DL among other professional groups, this being due to the specifics of the field; 6) Differences in the formation of the most popular theoretical frameworks may be due to the richness of definitions of DL and the diversity of views on the process of the computerization of education; 7) A common feature of the analyzed frameworks is the integration of DL with methodological elements (content, methods, forms), and teacher and learner development; and 8) The selected frameworks possess their own measurement tools. Keywords: Digital literacy, Digital competence, teachers, theoretical framework. Introduction Digital Literacy (DL) has now become a key skill. Recent months have particularly highlighted the role of DL in education (Fedeli and Pennazio, 2021; Stoši, 2015). The efficient use of new media in educational contexts requires not only the possession of technical skills related to the operation of the relevant equipment, but also the updating of acquired knowledge, as well as reflection on the mechanisms of the impact of new media on individuals and social groups. The present time in the educational sector is associated with the intensification of activities mediated by new media. This is also the moment when an attempt should be made to resolve existing issues related to DL, as well as to redefine solutions that increase the effectiveness of educating students of pedagogical faculties and supporting teachers in a reality in which new media have become an equally accepted didactic means. Somewhere between the possibilities of new media and didactic activities there is located the teachers' DL. Jabłonowska and Winiewska (2021) are right to point out that the attempt to define the notion of digital competence is not an easy task, because the digital world has been and continues to be in constant flux. Therefore, DL are not a closed catalogue of the skills of using particular pieces of software and websites, or specific items of hardware. Any attempt to limit the definition of DL to a list of specific applications or platforms would be a fool’s errand; such a list would be out of date before the ink was dry (Jabłonowska and Winiewska, 2021). Consequently, when analysing the current conditions, it is necessary to Innovation Management and Sustainable Economic Development in the Era of Global Pandemic 244