CreaComp

Positioning

What CreaComp takes, deepens and assembles

CreaComp replaces no existing framework. This page states what it owes them, where it departs from them, and where its contribution is genuinely its own.

Reference frameworks, not competitors

A framework presenting itself as the replacement for DigComp or EntreComp would be wrong twice over. Scientifically, because those frameworks describe correctly what they set out to describe. Institutionally, because a university, a ministry or a certifying body that has adopted them has no reason to choose between two systems — and will choose its own.

CreaComp takes a different position: take up what is established, deepen what is treated only superficially in creative environments, and assemble differently a set of dimensions usually spread across several frameworks. This page makes that operation verifiable, entry by entry.

The exercise has one useful consequence, and it is the main one: it makes visible the places where the mapping fails. Those areas — and only those — are what CreaComp can claim to be thinly covered elsewhere.

Four inheritances

What each framework brings, what CreaComp takes from it, and where it goes further.

  1. DigComp 2.2

    European Commission, Joint Research Centre

    What it brings
    The reference for the digital competence of citizens: information and data, communication and collaboration, content creation, safety, problem solving — twenty-one competences described across eight proficiency levels.
    What CreaComp takes from it
    Its descriptive rigour and its logic of observable descriptors, along with most of the searching, evaluating, producing and copyright competences. The proximity is real on the Gather and Make rubrics.
    Where CreaComp goes further
    CreaComp narrows in on creative trajectories: platform dynamics, audience building, running a creative project, value creation. It leaves out safety and technical problem solving, which it assumes to be in place.

  2. EntreComp

    European Commission, Joint Research Centre

    What it brings
    A tightly structured framework of initiative: spotting opportunities, creativity, vision, valuing ideas, mobilising resources and people, planning, coping with risk, learning through experience.
    What CreaComp takes from it
    The Venture rubric and part of Monetise owe it their skeleton. The kinship is direct, and it is claimed rather than concealed.
    Where CreaComp goes further
    CreaComp places these capacities in a specifically digital, media and creative environment — where the product is content, the market a platform whose rules one does not set, and the main resource an audience.

  3. Media and information literacy

    UNESCO; in France, MIL is written into the school curriculum

    What it brings
    Access to information, critical evaluation, understanding of representation and of media economics, participation and media production — a widely established and taught foundation.
    What CreaComp takes from it
    The Gather rubric is its direct continuation, and competency 1.2 carries over its critical requirement.
    Where CreaComp goes further
    CreaComp continues the trajectory beyond reception: reading media, then producing them, then living from them. It is the move from criticism to avowed creation.

  4. Research on creativity

    Guilford, Torrance, Osborn and Parnes, Amabile, Kaufman and Beghetto

    What it brings
    A century of work on generating, evaluating and improving ideas: divergent thinking, measures of fluency and originality, creative problem-solving cycles, the role of intrinsic motivation, the progression from novice to professional creator.
    What CreaComp takes from it
    The Create rubric rests on it, and the grammar of four levels owes much to models of creative progression.
    Where CreaComp goes further
    CreaComp translates these constructs into descriptors observable on real digital artefacts, where the research most often measures them through tests taken out of context.

Crosswalk

Each of CreaComp's thirty-one entries is set against neighbouring competences in DigComp 2.2 and EntreComp, and against the contributions of media literacy and creativity research. A dash means no mapping seemed defensible.

Degree of overlap

  • High The competency is already well described elsewhere; CreaComp takes it up and puts it in context.
  • Partial A neighbouring framework covers part of it, from another angle or at another scale.
  • Low No solid mapping; this is where CreaComp's contribution is its own.
CreaComp entry DigComp 2.2 EntreComp Media literacy Creativity research
1.1 Search and source information High 1.1 — Browsing, searching and filtering data and digital content — Access to information —
1.2 Assess reliability and detect manipulation High 1.2 — Evaluating data, information and digital content — Critical evaluation of information and media —
1.3 Organise your monitoring and information diet Partial 1.3 — Managing data, information and digital content — — —
1.4 Read digital cultures and codes Partial — — Understanding media, representation and audiences —
2.1 Understand recommendation algorithms Low — — Recent work on algorithms and AI —
2.2 Understand the platform and attention economy Low — 2.4 — Financial and economic literacy Media ownership and economics —
2.3 Read and interpret data Partial 1.2 · 1.3 — Evaluating data, information and digital content — — —
2.4 Understand artificial-intelligence systems Low — — Recent work on algorithms and AI —
3.1 Generate and develop ideas High 5.3 — Creatively using digital technologies 1.2 · 1.1 — Creativity — Divergent thinking (Guilford); fluency, flexibility, originality, elaboration (Torrance)
3.2 Build a voice and a narrative identity Low 2.6 — Managing digital identity — — Componential model: domain skills and intrinsic motivation (Amabile)
3.3 Master narrative Partial 3.1 — Developing digital content — Media production —
3.4 Design for an audience Partial 3.1 · 3.2 — Developing digital content 1.4 — Valuing ideas Media production and audience awareness —
4.1 Produce recorded content High 3.1 · 3.2 — Developing digital content — Media production —
4.2 Speak live Low 2.1 — Interacting through digital technologies — — —
4.3 Create with artificial intelligence Low 3.1 — Developing digital content — — —
4.4 Systematise production and publishing Partial 2.2 — Sharing through digital technologies 3.2 — Planning and management — —
5.1 Co-create in a team High 2.4 — Collaborating through digital technologies 3.4 · 2.5 — Working with others — Collaborative creativity and feedback culture
5.2 Credit and respect the rights of others High 3.3 — Copyright and licences — — —
5.3 Interact and conduct yourself online High 2.5 · 2.3 — Netiquette — Participation and intercultural dialogue —
5.4 Build and nurture a community Partial 2.3 — Engaging in citizenship through digital technologies 2.5 — Mobilising others Participation —
6.1 Frame and pitch a creative project High — 1.3 · 3.1 — Vision — —
6.2 Prototype, test, iterate High 5.2 — Identifying needs and technological responses 3.5 · 3.3 — Learning through experience — Creative problem solving: ideation–evaluation cycles (Osborn and Parnes)
6.3 Manage resources and priorities High — 3.2 · 2.3 — Planning and management — —
6.4 Take risks and bounce back High — 3.3 · 2.2 · 2.1 — Coping with ambiguity, uncertainty and risk — Four-C model: from mini-c to Pro-c (Kaufman and Beghetto)
7.1 Understand and choose revenue models Partial — 2.4 · 1.4 — Financial and economic literacy Media ownership and economics —
7.2 Protect and capitalise on intellectual property Partial 3.3 — Copyright and licences 1.4 — Valuing ideas — —
7.3 Negotiate and run your activity Partial — 2.4 · 3.2 — Financial and economic literacy — —
7.4 Build platform-independent assets Low 4.2 — Protecting personal data and privacy 2.3 — Mobilising resources — —
T1 Discern High 2.3 · 4.4 — Engaging in citizenship through digital technologies 1.5 — Ethical and sustainable thinking Information ethics and media responsibility —
T2 Sustain Partial 4.3 — Protecting health and well-being 2.2 — Motivation and perseverance — —
T3 Reinvent High 5.4 — Identifying digital competence gaps 3.5 — Learning through experience — Four-C model: the creative learning trajectory (Kaufman and Beghetto)

Where the contribution is genuinely its own

Seven entries come out of the crosswalk with low overlap. There, and nowhere else, CreaComp can say it brings something thinly covered.

  1. 2.1 · 2.2 · 2.4

    Understanding the systems that distribute

    Recommendation algorithms, the economics of platforms and attention, how generative systems work. Existing frameworks have mentioned AI since their latest revision, but none makes it a competence area described across levels. This is the rubric most particular to CreaComp.

  2. 4.3

    Creating with generative systems

    Directing a model the way one directs a contractor, judging its outputs, deciding what is delegated. The productive side of 2.4, absent from frameworks that treat AI as an object of knowledge rather than an instrument of creation.

  3. 3.2 · 4.2

    Voice and live presence

    A singular editorial identity, recognisable over time, and speaking in real time. DigComp 2.6 describes managing digital identity in terms of traces and reputation, never in terms of point of view.

  4. 7.4

    Assets independent of platforms

    What remains when a platform changes its rules or disappears: an owned audience, portable content and data, mapped dependencies. DigComp treats personal data through the defensive lens of privacy; the proprietary lens has no equivalent.

What this crosswalk is not

These mappings are a reasoned reading, not a validated equivalence. They authorise no automatic conversion from a CreaComp level to a DigComp or EntreComp one: the scales differ — eight levels on either side, four here — and the objects never overlap exactly.

Establishing genuine level correspondences would require a dedicated study, with double coding and measurement of agreement between coders. It is among the work still to be carried out, described in the chapter on the framework's scientific status.

Read the scientific status The framework