With an eye toward contemporary skill building to meet community centered economic needs, organizations such as Literacy Volunteers of America are increasingly pressured to examine new avenues in promoting employment readiness skills for the newly literate. These organizations and countless others have come to the realization that being prepared for the current workforce demands a skill set that surpasses traditional literacy skills in realizing job opportunity. The newly literate must now achieve a level of "digital literacy" to accompany "traditional literacy" efforts. The demand for such contemporary literacy skills to parallel traditional literacy presents an opportunity for university based instructional designers to share expertise and to collaborate with their local communities to this end. This paper focuses on the process of the formation of a university-community partnership in digital literacy designed for participants to collaboratively address such technology focused educational needs.