-       Ability to write, process and further communicate missing from current definition.

-       Being able to confidently present information via digital means is NB (filtering into data literacy esp in post-primary context)

-       Critical perspectives/ awareness- making judgements around the veracity of info needs to be included. Being able to filter numerous sources etc.

-       Disciplinary literacy can recognise that literacy is for all.

-       More emphasis on usability, application to real-life situations needed for definition of Literacy 

-       Connotation with the word ‘capacity’ needs to be explored. Does this suggest a fixed state as opposed to the potential for development? We also need the include ‘disposition’ to use literacy. And identity is NB too (i.e that they see themselves as ‘literate’)

Broaden out definition to other languages (other languages, sign language, braille, etc) 

-       Connotation with the word ‘ability needs to be explored. Does this suggest a fixed state as opposed to the potential for development) We also need the include ‘disposition’ to use numeracy. And identity is NB too (i.e that they see themselves as ‘numerate’.)

-       Criticality is NB (decision-making)

-       May be disjoint between definition and what’s happening in schools. Less of a focus on problem-solving and more focus on operations etc.

-       What’s in the Maths book can become the curriculum and may focus on less complex elements.

-       Number sense is NB and having reference to the visualisation of number would be beneficial to include and this would alleviate some apprehension re: ability etc.

-       Computational thinking (focus on processes) and problem-posing also NB.

-       Alignment with broader STEM policies (‘technologies’ is something we use to enhance learning, as opposed to a discrete methodology)

-       A reference to creativity would be important also, moves away from fixed-mindset.

-       The order of points in the definition is important too. Eg. calculate etc comes top of the list and problem-solving much further down the list- optics are important here)

Harnessing numeracy across the curriculum. 

-       The listing of verbs can be overwhelming. Perhaps having a sub-definition or graphical representation to encompass all relevant elements?

-       Consistency in terminology across all policies will be very important (Use of ICT and ‘digital technologies’)

-       The potential of Digital Technologies to enable learning/ problem-posing situations that would not have been possible heretofore. 

-       Students awareness of the appropriate use of various different types of tools (linked to strategic competence) among the plethora of those available.

-       Needs to be more clarity regarding what’s common across the different definitions (literacy, numeracy, digital literacy) and some discrete distinctions between them.