Table 1.

Theoretical/conceptual framework, specified definition, and intended use.

Instrument	Authors	Theoretical/conceptual framework	Specified definition for the development of the instrument	Intended use
eHEALSa	Norman & Skinner [24]	Six components of the Lily model: traditional, computer, information, health, media, and science literacies [10]. Social cognitive theory (self-efficacy theory) [65].	“…the ability to seek, find, understand, and appraise health information from electronic sources and apply the knowledge gained to addressing or solving a health problem (p. 2)” [10].	“…designed to provide a general estimate of consumer eHealth-related skills” (p. 2) [10].
eHEALS-Eb	Petri et al [59]	—c	(Additional items deduced from the definition of the concept used for the eHEALS development were included.)	“…accessing, understanding, appraising, and applying health-related online information” (p. 3) [59].
e-HLSd	Seçkin et al [60]	eHealth literacy was grounded on the construct of health literacy, and the three domains of trust, action, and behavior were identified in the literature.	—	“…designed to assess the degree to which people possess the skills required to use eHealth information in an informed way” (p. 3) [60].
DHLIe	van der Vaart & Drossaert [61]	The construct of eHealth literacy was derived from formative research of the actual performance tests [68].	—	“…to assess both Health 1.0 and Health 2.0 skills, using self-reporting and performance-based items” (p. 9) [61].
eHLAf	Karnoe et al [62]	The constructs of eHealth literacy were from the Lily model as well as the eHLF describing the interaction domains and their relations with individual and system domains [10,67].	—	“…suitable for screening purposes…” (p. 2) [62].
eHLQg	Kayser et al. [63]	Seven-dimension eHLFh [67].	—	“…to support researchers, developers, designers, and governments to develop, implement, and evaluate effective digital health interventions” (p. 7) [63].
TeHLIi	Paige et al [64]	TMeHLj [66].	“The ability to locate, understand, exchange, and evaluate health information from online environments in the presence of dynamic contextual factors, and to apply the knowledge gained across ecological levels for the purposes of maintaining or improving health (p. 9).” [66]	“… to measure perceived skills related to the capacity to understand, exchange, evaluate, and apply health information from online multimedia” (p. 738) [64].

^aeHEALS: eHealth literacy scale.

^beHEALS-E: eHealth literacy scale-extended.

^cCells left blank if no information was available in the study.

^de-HLS: electronic health literacy scale.

^eDHLI: digital health literacy instrument.

^feHLA: eHealth literacy assessment toolkit.

^geHLQ: eHealth literacy questionnaire.

^heHLF: eHealth literacy framework.

ⁱTeHLI: transactional eHealth literacy instrument.

^jTMeHL: transactional model of eHealth literacy.