Brown, CherylCzerniewicz, LauraMayisela, TabisaHuang, Cheng-Wen2016-12-092016-12-092016-11http://hdl.handle.net/11599/2542This paper conceptualises a holistic approach to digital education leadership, presenting the argument that digital education leadership is grounded in the practice that it seeks to foster (digital literacy practice) and the processes involved in teaching that practice (digital education). In other words, digital education leadership cannot be viewed in isolation, separate from digital literacy or digital education. The foundational dimensions of the digital in this framework are premised on understandings of literacy as social practices. In brief, we understand that literacy involves sets of practices which are tied to domains of practice (e.g. learning). Furthermore, because literacy is about being able to participate in social practices, and because the contemporary world is technology saturated, then in order to create a life for oneself, one needs to be capable of participating (living, learning and working) in this evolving digitally mediated society. The paper presents a new conception of digital literacy, digital education and digital education leadership, and the relationship between them. The conceptual framework presented arises from a collaborative project across eight Commonwealth countries; it will be used as the basis of a curriculum to be implemented to support digital education leadership. The paper will also discuss the challenges faced in terms of conceptualising digital education leadership in the Commonwealth context and the processes used to address these challenges. The Commonwealth Digital Education Leadership Training in Action (C-DELTA) project is a programme of the Commonwealth of Learning (COL) that intends to promote digital education in the Commonwealth nations. // Paper ID 517enhttps://creativecommons.org/licenses/by-sa/4.0/Digital LiteracyLeadershipWorking Paper