Literacy Study (ICILS) to understanding the extent to which young people are able to use information and communication technology (ICT) productively for a range of purposes. Those purposes relate to what happens in school and in other environments such as home, society, and future workplaces. In addition, we provide perspectives on factors that are associated with development of the digital capacities of young people. We provide an overview of the main on the implications of these results for developments in policy and practice that support the teaching and learning of ICT-related competencies in schools. of computer and information literacy (CIL) as a student learning outcome. Furthermore, it operationalized a standardized approach to the measurement of CIL in an international largescale assessment (ILSA), and established measures of CIL that could be used to monitor and investigate a critical aspect of students' digital competence.

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The International Association for the Evaluation of Educational Achievement (IEA), with headquarters in Amsterdam, is an independent, international cooperative of national research institutions and governmental research agencies. It conducts large-scale comparative studies of educational achievement and other aspects of education, with the aim of gaining in-depth understanding of the effects of policies and practices within and across systems of education.

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The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

The ICCS 2016 study is a continuation and extension of ICCS 2009. The study explored the enduring and the emerging challenges of educating young people in a world where contexts of democracy and civic participation had changed and continue to change. In total, ICCS 2016 is based on test and questionnaire data from more than 94,000 students enrolled in their eighth year of schooling (Grade 8 or equivalent) at more than 3,800 schools in 24 countries. These student data were augmented by contextual questionnaire data from school principals of selected schools and more than 37,000 teachers.