“…The intrapersonal dimension represents definitions and usages of digital literacy as intrinsic capabilities of individuals or a group of individuals in relation to digital technology. The definitions at this end of the axis often tend to measure or evaluate the level of digital literacy against a predefinition of digital literacy (either qualitatively or quantitatively, e.g., Sun, Wang & Liu, 2017;Perez-Escoda, Castro-Zubizarreta & Fandos Igado, 2016;Pombo, Carlos & Loureiro, 2015;Fernandez-Montalvo, Penalva, Irazabal & Lopez-Goni, 2016, Thorvaldsen, Egeberg, Pettersen & Vavik, 2011Bjørgen & Erstad, 2015). A typical example of such a usage of digital literacy is the study by Meneses, Fabregues, Rodrıǵuez-Gómez and Ion (2012), who investigated teachers' digital literacy from their "self-reported competence in six Internet practices (i.e., using a browser, downloading a file, sending an email, using instant messaging applications, publishing on the Internet, and building a web page" (Meneses, Fàbregues, Rodríguez-Gómez & Ion, 2012, p. 918) In this way, digital literacy is measured as an inherent capability of the individual teacher.…”