What NCTE recognizes is that English should be the means by which such literacy is acquired (at least in the US, which is the nation in “National Council”). To that I say, “good luck.” Good luck providing this professional development for existing teachers, who are not prepared to do this. Good luck finding university English departments with faculty to provide this literacy to the general population of college students, let alone educate preservice K-12 teachers or graduate students who will become university faculty. Good luck finding English departments who even remotely view digital literacy as a subject that even marginally concerns them, let alone one that would be central to their curriculum in the way that print literacy is now. As I suggested above, I think you’d have better luck selling the average college English department on becoming grammar-centric than you would on becoming digital-centric.
…The truth is that if this was 2003 and a department recognized that digital literacy was going to become the issue that might make or break their disciplinary future, then by now they might have four or five digital scholars hired and a couple tenured. Maybe they’d be in a position to deliver this content today. But few departments did that. This means the transition is likely to be rocky.