IEA International Computer and Information Literacy Study 2018 Assessment Framework

Fraillon, Julian; Ainley, John; Schulz, Wolfram; Duckworth, Daniel; Friedman, Tim

doi:10.1007/978-3-030-19389-8

Cited by 262 publications

(212 citation statements)

References 93 publications

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“…The International Computer and Information Literacy Study (ICILS) 2013 conceptualized computer and information literacy (CIL) as a transversal competence in different contexts of learning with ICT both in and outside of school. It is defined as "individual's ability to use computers to investigate, create, and communicate in order to participate effectively at home, at school, in the workplace, and in society" (Fraillon, Schulz, & Ainley, 2013), p. 17), and comprises two strands with seven aspects: The first strand refers to "Collecting and managing information" and contains three aspects: 1.1) Knowing about and understanding computer use, 1.2) Accessing and evaluating information, and 1.3) Managing information. The second strand refers to "Producing and exchanging information" and contains four aspects: 2.1) Transforming information, 2.2) Creating information, 2.3) Sharing information; and 2.4) Using information safely and securely.…”

Section: Computer and Information Literacy As An Educational Goalmentioning

confidence: 99%

Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test

Scherer

Rohatgi

Hatlevik

2017

Computers in Human Behavior

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Current debates on students' use of information and communication technology (ICT) have brought to attention profiles and purposes of ICT use in either school-related or recreational contexts. Examining these two contexts at the same time, the present study seeks to identify student profiles of ICT use on the basis of the Norwegian International Computer and Information Literacy Study (ICILS) 2013 data (N = 2,426). In order to explore profiles of ICT use in schools and at home for different purposes such as recreation, study purposes, exchanging information, and social communication, we take a person-centered approach and apply latent profile analysis. These analyses revealed two independent user profiles and showed that background characteristics (i.e., gender, immigration status) and motivational constructs (i.e., self-efficacy, interest, and enjoyment in ICT) play a significant role in determining profile membership. Significant differences between the user profiles in students' computer and information literacy test performance did not exist. Given that the coverage of ICT at home and in schools has increased substantially over the last decades, the identification of user profiles informs teachers and parents about whether or not students exploit these opportunities to the same extent. Implications for future research and practice are discussed.

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Section: Computer and Information Literacy As An Educational Goalmentioning

confidence: 99%

Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test

Scherer

Rohatgi

Hatlevik

2017

Computers in Human Behavior

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“…Outcomes related to this dimension cover all the subcategories in the framework even though they are held together with communication and collaboration domain. Two other frameworks namely, the Computer and İnformation Literacy (CIL) defined by Reference [29] and P21 Framework by Partnership for 21st Century Skills, also covered the competence area Information by identifying, retrieving, and analysing digital information, in the Turkish curriculum it was chosen to be used together with communication domain.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

A Comparison between European Digital Competence Framework and the Turkish ICT Curriculum

Hazar¹

2019

ujer

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The position of information and communication technologies (ICT) in the Turkish compulsory education has been strengthened in the recent years. As well as ICT infrastructure, production of digital content and teacher training initiatives, the recent curricula reforms support the use of digital technologies in many subjects. A separate compulsory ICT course is offered in middle school for the 5 th grades. In order for the citizens to improve digital competence, the European Commission offered a tool known as The European Digital Competence Framework (DigComp). This paper articulates alignment of this theoretical framework with the Turkish ICT curriculum for 5 th grades. A comparison between the DigComp framework and the Turkish ICT course has been carried out using the categories, subcategories and learning outcomes. The study shows that even if the concepts identified in the competence dimensions differ in some way, the standards in the framework and the outcomes in the curriculum are closely related. It has been observed that out of 77 learning outcomes in the Turkish ICT curriculum, 33 are relevant to the DigComp standards but the other 34 are mostly related to the technical aspect of ICT. Some issues regarding netiquette and civic participation are ignored and some of problem solving competences are not attributed in the curriculum as well.

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“…All these concepts combined are outlined as the talent to "use computers to research, compose and get into touch effectively" (Fraillon et al, 2013:17). In addition, while Fraillon et al (2013; describe the PC just as a component of CIL, the concept of ICT literacy covers a wider case and variety of tools and scaler media.…”

Section: Information and Literacy In Literaturementioning

confidence: 99%

Approach to the Concept of Literacy for Information Systems Used in the Business Areas of and Daily Studies

Sebetci

2019

isarder

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Article Classification: Research ArticlePurpose -Information systems are a very important part of information technology. Therefore, the use of information systems will be a distinctive feature for humanity in the future as it is today. This situation reveals the discussion of the concept of information systems literacy. In this study, the Information Systems Literacy (ISL) model is designed to assess and evaluate the perceived skills of individuals regarding the use of information systems.Design/methodology/approach -The ISL is a scale of literacy consisting of 8 items developed to assess the unified knowledge, comfort and perceived skills of individuals in the process of finding, evaluating and implementing information systems.Findings -Principal component analysis has made a single-factor solution (57% of the variance). Among 8 items, factor loads vary between.62 and 85.Discussion -ISL is accepted as an assessment tool for evaluating consumer comfort and ability to use information technology in repeating administrations by capturing the concept of information systems literacy in a reliable and consistent manner. Further research is needed to analyse the feasibility of ISL to much larger environments.

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IEA International Computer and Information Literacy Study 2018 Assessment Framework

Cited by 262 publications

References 93 publications

Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test

Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test

A Comparison between European Digital Competence Framework and the Turkish ICT Curriculum

Approach to the Concept of Literacy for Information Systems Used in the Business Areas of and Daily Studies

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