This paper draws on initial findings of a project ‘Digital Futures in Teacher Education’ (DeFT) undertaken in 2011–12 as part of the third phase of the JISC (Joint Information Systems Committee) UK Open Educational Resources (OER) programme. It discusses issues emerging from the claim that the open source movement is a form of collaboration and considers this in the context of attempts to embed OER practice in the UK within the teacher education sector and to develop guidance on practice in teaching and learning in the school sector involving digital literacy. Accordingly, the project team, based at Sheffield Hallam University (SHU) and The University of Sheffield (TUOS), worked towards release of OERs, in the form of an Open Textbook (Connexions 2009: What are open textbooks? Available from: http://cnx.org/content/m15226/latest/), which address the opportunities and challenges of creative and innovative uses of digital literacy in the context of the school and teacher education sectors. Working with teachers in primary and secondary schools in South Yorkshire to develop case studies examining digital practices in schools, the project focused on the use of mobile devices and web 2.0 applications. Finally, the project examines the involvement of higher education lecturers and students and the development of OER that will support effective practice with digital literacy for teachers at all stages of their careers. This paper explores the indications emerging from this work and identifies ways in which current digital literacy frameworks do not fully account for digital practices in schools and teacher education, pointing to the need for further research in this area.