“ICT proficiency is the ability to use digital technology, communication tools, and/or networks appropriately to solve information problems in order to function in an information society. This includes the ability to use technology as a tool to research, organize, evaluate, and communicate information and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information.” (ETS, Succeeding in the 21st century, 2003, p. 11)
The ICT literate individual can access, manage, integrate, evaluate, create, communicate information purposefully, knowledgeably, technically, and ethically.
The ICT literacy academic support community includes discipline faculty, library faculty, administrators and other stakeholders who share a common interest in enhancing the quality of teaching and learning for students so that they will graduate with the necessary critical ICT knowledge, skills and dispositions to be successful information consumers and producers. To that end, the ICT Literacy community is an open-ended learning environment thatincludes resources, services, and communication.
For an introduction to MERLOT and its use to support ICT literacy, see the workshop at https://contentbuilder.merlot.org/toolkit/html/stitch.php?s=80679667629935
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Stanford History Education Group produced a significant report on evaluating information. It explained the importance of civic online reasoning, and noted students' lack of ability to critique online news. The report includes assessment tools and recommendations for teaching ICT literacy.
This interactive website and its resources explains how to identify propaganda, interpret their messages and asses their impact. The site offers several examples, and encourages viewers to contribute more examples.
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Concept and design by the Center for Distributed Learning