How instruction in digital literacy address English Essential Learnings

How instruction in this aspect of literacy addresses English Essential Learning’s.I’ve abstracted from the English essential learning’s by the end of year 5.
“Students select and use tools and technologies, including information and communication technologies (ICTS), in purposeful ways. They make use of ICTs when interpreting and constructing texts.”
“Students use their imagination and creativity to interpret and construct English texts that share their experiences of the world, to explore ideas and information”
“They individually and collaboratively interpret and construct texts by identifying the audience, subject matter and purpose, and by applying their understanding of language elements and texts.”
“Information and news reports, articles, features, simple arguments, descriptions, explanations, group discussions and formal presentations are types of non-literary texts.”
Ways of working relating to Digital Literacy:
•Identify main ideas and the sequence of events, and make inferences
•construct literary and non-literary texts by planning and developing subject matter, using personal, cultural and social experiences that match an audience and purpose
•make judgments and justify opinions using information and ideas from texts, and recognise aspects that contribute to enjoyment and appreciationWriting and designingWriting and designing involve using language elements to construct literary and non-literary texts for audiences in personal and community contexts.
•The purpose of writing and designing includes entertaining, informing and describing”
•Writers and designers can adopt different roles, and make language choices appropriate to the audience
•Words and phrases, symbols, images and audio affect meaning and interpretation.
•Text users make choices about grammar and punctuation, to make meaning.Reading and viewingReading and viewing involve using a range of strategies to interpret and appreciate written, visual and multimodal texts in personal and community contexts.
• Purposes for reading and viewing are identified and are supported by the selection of texts based on an overview that includes skimming and scanning titles, visuals, headings, font size, tables of contents, indexes and listse.g. selecting an appropriate website from a list of different resources to support a task.