In an environment of rapid and unpredictable change determined and directed by technologies that are constantly changing, the assumption that being technologically literate is the key to being a sustained, contributing life-long learner is well founded. However, technological literacy is seldom referred to or considered in academic arguments as a stand-alone learning domain alongside the conventional domains of language literacy and numerical literacy. Although there have been significant educational, economic, and political efforts to formulate and promote a common understanding and definition of technological literacy, the goal still remains elusive. In recognising language literacy and numerical literacy as the fundamental learning domains, this paper attempts to deconstruct these domains in order to: (1) Identify common core elements that constitute a transformation from illiterate to literate; (2) Provide substance to the notion that all literacies are based on an ability to problem solve; and (3) Recognise and allocate similar elements to the learning domain of technological literacy and thus construct a model similar to that of language and numerical literacy that facilitates a transition from the technologically illiterate to the technologically literate.