Globally, digital literacy and skills for all has increasingly become a key indicator of international competitiveness. Exploring the contents of international digital literacy and skills frameworks could lay a solid foundation for the development of Chinese digital literacy and skills framework for all. This paper analyzes the contents of 14 international digital literacy and skills frameworks, systematically explores the common elements, and summarizes their features and shortcomings through network investigation and content analysis methods. Five common dimensions included in these frameworks are identified, i.e., information dimension, social dimension, ethical dimension, migration dimension, and goal dimension. We conclude that there are five features for the current development of frameworks. The most distinguished feature is that these frameworks tend to integrate the contents of multiple literacies. Collaboration ability and digital security are always placed in the central position. Moreover, creativity and problem-solving are considered as high-level skills in many frameworks. Finally, the all-round development of students and trainees is a common goal. As for the major problems, the primary one is that the attention paid to diverse digital abilities are unbalanced. Second, these frameworks do not define and describe the ability requirements they proposed specific enough. Third, various digital-related capabilities are growingly essential in the digital age, while they remain excluded in current frameworks. Fourthly, these frameworks could hardly satisfy Chinese development strategies.