New opportunities for learning and teaching are introduced as the aftermath of the emergence of new digital technologies. Concurrently, change is taking place within the concept of literacy, as different dimensions of literacy have emerged. Information- and digital literacy are prominent examples of this, as their significance in the 21st century has received an array of scholarly attention. However, dimensions of literacy and technology acceptance within the educational context have been extensively bound to the discussion of digital natives and digital immigrants based on their age factor. A generalisation of this nature disregards diversity within the suggested groups, as differences can appear in other influencing factors. Hence, this study aims to look beyond age as a divider of digital nativeness, and instead takes a focus on other possible boundaries of characterisation. The results show that both information and digital literacy are important factors, and that literacy is a competence that depends on the access, frequency of use and the ability to use digital technologies. As such, the interactions of individuals with digital technologies should be used to classify individuals as digital native and digital immigrants.