The rapid advances in information and communication technologies, coupled with
increased access to information and the formation of global communities, have resulted
in interest among researchers and academics to revise educational practice to move
beyond traditional ‘literacy’ skills towards an enhanced set of “multi literacies” or “new
media literacies”. Measuring the literacy of a population, in the light of its linkage to
individual and community wealth and wellbeing, is essential to determining the impact
of compulsory education. The opportunity now is to develop tools to assess individual
and societal attainment of these new literacies. Drawing on the work of Jenkins and
colleagues (2006) and notions of a participatory culture, this paper proposes a
conceptual framework for how learning analytics can assist in measuring individual
achievement of multiliteracies and how this evaluative process can be scaled to provide
an institutional perspective of the educational progress in fostering these fundamental
skills.