Abstract: In spite of, and perhaps because of, the ubiquity of digital technologies as a tool for industry and study, an increased focus in higher education has been on traditional academic literacies such as English language proficiency and numeracy. Nevertheless, research has shown that even ‘digitally native’ students often lack the digital skills required to engage both in study and the contemporary workforce. This paper provides an overview of an Integrative Digital Literacy Taxonomy and shows how it has been applied to characterising activities within a unit of study in an undergraduate Design degree. The benefits are discussed in terms of making explicit those underpinning digital skills required for students to demonstrate key graduate attributes and how the taxonomy could be used to scaffold those skills through levels of complexity in a whole degree.