Capabilities which are likely to be required across a range of future scenarios include (p.3):

• Manage work/life balance, particularly as technologies erode the boundaries between work, leisure
• and learning, between home, school and workplace.
• Social entrepreneurlaism – the capacity to understand how social systems work, innovate within systems, and adopt roles flexibly and strategically 
• Develop and project identities, manage reputation (cf Owens et al 2007) Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project) 
• Communicate and collaborate across national and cultural boundaries, using a variety of technologies and media
• Contribute to knowledge and understanding in hybrid networks of people and non-human cognitive agents 
• Manage career path, learning path and professional development 
• Exercise judgement and expertise, bring knowledge to bear 
• Act safely, ethically and responsibly in environments where public and private are being redefined 
• Reflect, plan, seek support, learn from situations and from others 
• Assess and address threats to health and to the environment 
• Exercise multiple modes of meaning making (cf Kress 2003, SeelyBrown 2005, Siemens 2004 and 2006)

"The phrase digital literacies or literacies for a digital age expresses a tension between two points of view:  

•  education needs to carry on doing much what it has always done (literacy as a generic capacity forthinking, communicating ideas, and intellectual work)  
•  education needs to change fundamentally (digital technologies and networks as transforming what itmeans to work, think, communicate and learn)" (p.8)

The report outlines a number of changes in outlook that will be required before a "paradigm shift" in the understanding of digital literacy can take place: