In collecting institutional audits data and snapshots of practice, our intention was to gain insights into how ‘digital literacies’ are currently interpreted and supported in UK HE and FE. We actively sought contributions from central services staff across the range of services potentially involved, from specialist projects or centres, and from those in academic departments working to embed literacies into the curriculum. We expected this last group of people to be much harder to reach, and this proved to be the case. Also very difficult to identify were examples of informal learner-led practices. We were, however, optimistic of finding multi-disciplinary work taking place across these groups, for example where central services staff have taken a pro-active role in supporting curriculum interventions or in setting up mentoring schemes.