The increasing ubiquity of digital technologies in the twenty-first century has led to calls for education reform focused on digital literacy, but what exactly does this term mean? The concept of digital literacy has evolved much since its evolution from media and new literacies scholarship, resulting in a myriad of definitions. Previous attempts to synthesize these definitions have been productive but limited in scope, population, and focus. In this article, we conducted a broad, systematic review resulting in a corpus of 285 articles published from 2018 to 2023, which we cataloged, coded, thematized, and critiqued. We used these findings to derive a synthesized definition of digital literacy that can inform future education policy and instruction, noting a need for further research on how to better account for the contextual nature of digital literacy skills and applications, differences across individuals' development, and the growing influence of artificial intelligence.