To ensure equitable, quality experiences for all higher education students, they must enter their study with a minimum digital literacy skill sets to best engage with the delivery structure of many programmes. This presentation is placed within 21st century higher education context where Information Communication Technology (ICT) and the accompanying skill sets of digital literacies and competencies have become commonplace. This inquiry explores the issues and challenges faced by university academics across a range of discipline specific to students’ use of digital literacies to successfully engage with diverse ICT infrastructures used in enacting their teaching and learning tasks. These experiences form part of an emerging narrative about reforms forged under the umbrella of the Digital Literacy Project (DLP). Focusing on the self-reported experiences of university academic staff at a university located in Queensland, this presentation addresses three main questions: (1) How do university academics engage with digital literacies in their teaching and learning?; (2) What are their perceptions of students’ levels of digital literacies?;and (3) How do they attempt to integrate digital literacies within existing ICT infrastructure? Answers to these questions are informed by -an explanatory mixed methods approach which combines findings from an online survey followed by semi-structured interviews and focus group discussions. Findings from this project aim to inform policy and practice as regards digital literacies in higher education context.