I N F O R M A T I O N A N D C O M M U N I C A T I O N S T E C H N O L O G I E S ( I C T ) D I G I T A L L I T E R A C Y F O R D I G I T A L M E D I A

ICT DIGITAL LITERACY

COMPILED BY:JAMES D BROWN, PHD

KEY STRATEGIES FOR ICT LITERACYCalifornia ICT Digital Literacy Policy

Adopting 21st Century learning skills.

Supporting teacher training in ICT skills.

Seeding programs to increase digital literacy and workforce skills.

Benchmarking progress with standardized assessments and certification to global standards.

Those countries which have a clear policy objective to develop local ICT expertise and know‐howand which align programs such as education, skills and digital literacy in support are most likelyto achieve that objective with resulting benefits to their communities, businesses and publicadministration.

(Source: Asian Development Bank‐ Long Term Strategic Framework)

EDUCATION ICT LITERACYBEST PRACTICES

Incorporate digital literacy competencies into vocational training.

Align assessments and certifications to global standards with supporting diagnostics and curriculum.

Require digital literacy competencies for teacher credentials.

Work with government, K-12 and industry to develop ICT skills competencies needed for the work force and high school exit.

Promote lifelong learning and e-learning.

EDUCATIONS ROLE

Updated National Education Technology Standards (NETS) further acknowledge the importance of the digital literacy role in K 12 curricula. Specifically, they address:‐Creativity and innovation.Communication and collaboration.Research and information fluency.Critical thinking, problem solving, and decision making.‐Digital citizenship; and technology operations and concepts.

CALL TO ACTION

In addressing ICT digital literacy requirements, school districts must also take into consideration their policies for how students and teachers are able to use online tools to access applications and resources both in the classroom and at home.

No Child Left Behind Act, Part D - Enhancing Education through TechnologySection 2402 b. (1) To improve student academic achievement through the

use of technology.”

Section 2402 b. (2) (A) “To assist every student cross the digital divide by ensuring that every student is technologically literate by time the student finishes 8th grade regardless of race, ethnicity, gender, family income, geographic location, or disability.”

DEFINITION

ICT digital literacy, as defined in the California Basic Elements of Digital Literacy – Continuum of Assessment Skills, is ability to use digital technology and communications tools, and/or networks to access, manage, integrate, evaluate, create and communicate information in order to function in a knowledge society.

BENEFITSOF ICT LITERACY

comprises the competencies to recognize information needs and to locate, evaluate, apply and create information within cultural and social contexts;

is crucial to the competitive advantage of individuals, enterprises (especially small and medium enterprises), regions and nations;

provides the key to effective access, use and creation of content to support economic development, education, health and human services, and all other aspects of contemporary societies, and thereby provides the vital foundation for fulfilling the goals of the Millennium Declaration and the World Summit on the Information Society; and

extends beyond current technologies to encompass learning, critical thinking and interpretative skills across professional boundaries and empowers individuals and communities.

ICT Literacy

Define

Access

Evaluate

ManageIntegrate

Create

Communicate

ELEMENTSElements Definitions Competencies

Access Knowing about and knowing how to collect and/or retrieve information.

Search, find, and retrieve information in digital environments.

Evaluate Making judgments about the quality, relevance, usefulness, or efficiency of information.

Judge the currency, appropriateness, and adequacy of information and information sources for a specific purpose (including determining authority, bias, and timelines of materials).

Manage Applying an existing organizational or classification scheme.

Conduct a rudimentary and preliminary organization of accessed information for retrieval and future application.

Integrate Interpreting and representing information - summarizing, comparing, and contrasting.

Interpret and represent information by using ICT tools to synthesize, summarize, compare, and contrast information from multiple sources.

Create Generating information by adapting, applying, designing, inventing, or authoring information.

Adapt, apply, design, or invent information in ICT environments (to describe an event, express an opinion, or support a basic argument, viewpoint or position).

Communicate Communicate information persuasively to meet needs of various audiences through use of an appropriate medium.

Communicate, adapt, and present information properly in its context (audience, media) in ICT environments and for a peer audience.

SPECIFIC COMPETENCIES

Define: Articulate a need for information that defines a hypothesis or problem in operational terms.

Access: Develop and apply a systematic strategy for ethically and legally finding, retrieving, and sorting information from a variety of relevant sources, representing a wide spectrum of perspectives, acknowledging sources appropriately.

Evaluate: Judge veracity, bias, primacy, persuasiveness, and completeness of information and information sources for a specific purpose.

Manage: Develop and apply a comprehensive system to classify and prioritize information in order to identify and clarify interrelationships.

Integrate: Synthesize information from a variety of sources and perspectives, compare and contrast arguments, identify trends and patterns, and infer conclusions.

Create: Generate information new to the learner through critical review and revision of assimilated information. Develop supported arguments and warranted conclusions to address the task at hand.

Communicate: Communicate information persuasively to meet needs of various audiences through the use of an appropriate medium.

STANDARDSTHE INFORMATION LITERATE STUDENT

Standard One: Determines the nature and extent of the information needed.

Standard Two: Accesses needed information effectively and efficiently.

Standard Three: Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

Standard Four: Individually or as a member of a group, uses information effectively to accomplish a specific purpose.

Standard Five: Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

ADDITIONALLY

The information literate student who is also an independent learner:

pursues information related to personal interests

appreciates media, literature, and other creative expressions of information

strives for excellence in information seeking and knowledge generation

contributes positively to the learning community and to society by

recognizing the importance of information to a democratic society

practicing ethical behavior in regard to information and information technology

participating effectively in groups to pursue and generate information

PERFORMANCE INDICATORS AND OUTCOMES OF STANDARDS

http://www.ala.org/ala/mgrps/divs/aasl/aaslarchive/pubsarchive/informationpower/InformationLiteracyStandards_final.pdf

ASSESSMENT AREAS IN THE CREATION OF DIGITAL MEDIA

http://www.iste.org/standards.aspxConduct research and use information appropriately.

Use technology effectively and productively.

Think critically, solve problems, and make decisions.

Demonstrate creativity and innovation.

Communicate and collaborate effectively.

PROGRAM INDICATORS

Evaluation is integrated and moderated across subject areas. Assessment focuses on attainments in subject domains. Portfolios and multiple media are used to demonstrate attainments. ICT literacy includes technical, cognitive, social and ethical aspects. Evaluation is the responsibility of the student.

Evaluation is continuous and holistic. Learner-oriented, open-ended, projectbased, peer-mediated evaluation approaches are used. ICT literacy is a part of basic literacy. Various communities are involved in the assessment.

ICT FLUENCY MODEL

CLASSROOM IMPLEMENTATION

Key Assignments ICT Skills ICT Standards

Portfolio Manage, Organize, Integrate, Create, and Communicate

3, 4, 5

Presentation Access, Analyze, Manage, Integrate, Create, and Communicate

1, 2, 3, 4, 5

Group Work Access, Analyze, Manage, Organize, Integrate, Create, and Communicate

1, 2, 3, 4, 5

Projects Access, Analyze, Manage, Organize, Integrate, Create, and Communicate

1, 2, 3, 4, 5

CURRICULUM INTEGRATIONElements Context Competencies

Access Collect and retrieve media and information assets in the course of class activities.

• Recognize that accurate and comprehensive information is the basis for intelligent decision making

• Formulate questions based on information needs • Identify a variety of potential sources of information • Develop and use successful strategies for locating media assets and information

Manage Organize and manage media assets, file sharing, and classroom collaboration tools.

• Organize media and information for practical application• Seeks information from diverse sources, contexts, disciplines, and cultures

Evaluate Making judgments about the quality, relevance, usefulness, or efficiency of media products produced by self and others.

• Determine quality, accuracy, relevance, and comprehensiveness of results• Distinguish among fact, point of view, opinion, and originality• Identify inaccurate and misleading information • Select information and media appropriate to the problem or question at hand

Integrate Represent and recognize digital media principles in the creation of media products.

• Integrate new information, skills, and assets into one’s own knowledge and works • Apply assets and information in critical thinking and problem solving • Devise strategies for revising, improving, and updating self-generated knowledge • Interpret and represent information by using ICT tools to synthesize, summarize, compare,

and contrast information from multiple sources

Create Generate original works by adapting, applying, designing, inventing, or authoring media assets and information tools.

• Designs, develops, and evaluates information products and solutions related to personal interests Derives meaning from information and media presented creatively in a variety of formats

• Respects the principles of intellectual freedom • Respects intellectual property rights • Uses information technology responsibly

Elements Outcome CompetenciesAccess Collect and retrieve

media and information assets in the course of class activities.

• Recognize that accurate and comprehensive information is the basis for intelligent decision making

• Formulate questions based on information needs • Identify a variety of potential sources of information • Develop and use successful strategies for locating

media assets and information

Manage Organize and manage media assets, file sharing, and classroom collaboration tools.

• Organize media and information for practical application• Seeks information from diverse sources, contexts,

disciplines, and cultures

Evaluate Making judgments about the quality, relevance, usefulness, or efficiency of media products produced by self and others.

• Determine quality, accuracy, relevance, and comprehensiveness of results• Distinguish among fact, point of view, opinion, and

originality• Identify inaccurate and misleading information • Select information and media appropriate to the problem

or question at hand

CURRICULUM INTEGRATION CONT.Elements Outcome CompetenciesIntegrate Represent and

recognize digital media principles in the creation of media products.

• Integrate new information, skills, and assets into one’s own knowledge and works • Apply assets and information in critical thinking and

problem solving • Devise strategies for revising, improving, and updating

self-generated knowledge • Interpret and represent information by using ICT tools to

synthesize, summarize, compare, and contrast information from multiple sources

Create Generate original works by adapting, applying, designing, inventing, or authoring media assets and information tools.

• Designs, develops, and evaluates information products and solutions related to personal interests Derives meaning from information and media presented creatively in a variety of formats • Respects the principles of intellectual freedom • Respects intellectual property rights • Uses information technology responsibly

CURRICULUM INTEGRATION CONT.Elements Context CompetenciesCommunicate Communicate

information persuasively to meet needs of various audiences through use of an appropriate medium.

• Respects the principle of equitable access to information • Shares knowledge and information with others • Respects others’ ideas and backgrounds and

acknowledges their contributions • Collaborates with others, both in person and through

technologies, to identify information problems and to seek their solutions, and to design, develop, and evaluate information products and solutions • Produces and communicates information and ideas in

appropriate formats

SOURCES

Information Literacy Standards for Student Learners: Standards and Indicators, American Association of School Librarians, http://www.ala.org/ala/mgrps/divs/aasl/aaslissues/infolit/informationliteracy1.cfm

Presidential Committee on Information Literacy: Final Report, http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm

Digital Literacy Pathways in California: ICT Leadership Council Action Plan Report, http://www.cio.ca.gov./Government/Publications/pdf/Digital%20LiteracyMaster_Final_July_2010.pdf

California ICT Digital Literacy Policy, http://www.ictliteracy.info/rf.pdf/California%20ICT%20Policy%20and%20Assessment%20Report.pdf