Universities in the United States are evolving to meet the needs of an increasingly technological society. Although workforce preparation has always been one of the primary purposes of higher education, these efforts have reached new levels due to the extensive integration of technology in daily work and life. The future of work is expected to be more focused on the creation of programmable content, utilization of global communication, and generation of novel media (Institute for the Future for the University of Phoenix Research Institute, 2020). The instructional technology center, Teaching and Learning With Technology (TLT) at The Pennsylvania State University (Penn State), has developed a framework describing and operationalizing the concept of "digital fluency" for such work. The authors began by asking how students might be prepared to learn any new technology they will need in the future, and defined "digital fluency" as the need for an ever-present readiness to identify, adopt, and use new technologies. In this way, digital fluency is a practical framework for preparing students for life and work that implicitly rely on technological ability, including jobs that possibly do not even exist yet (Sparrow, 2018). Over the past two decades, a number of universities (e.g., Bryn Mawr College, 2016; University of Rhode Island, n.d.) have addressed issues of digital fluency. Some focus on faculty development in order to have a trickle-down effect on students while others focus on student services. TLT has recognized the need for a cohesive framework to help develop multiple opportunities for both faculty and students. To meet this need, TLT developed a framework to offer student workshops and services, faculty development, and digital application support.