This web page provides an overview of ICT literacy integration into students’ academic journey, and provides practical resources to help faculty incorporate ICT literacy into their curriculum.
General Guidelines for ICT Literacy Enhanced Assignments
ICT Intellectual Property, Legal, and Ethical Issues
ICT literacy involves developmental growth: cognitively, technically, and emotionally.
General Education: Regardless of their choice of major, all students need a solid foundation of ICT literacy so they can access and use information in varied formats for academic learning. "Information literacy instruction strengthens general education outcomes." (American Library Association, 2016).
First Year Experience: Helping students experience ICT in an academic context begins with their first semester, and helps set the ground work for them to gain the expertise to access and use information in various formats. Extended reading and writing may be challenging. The use of academic email, online discussion and collaboration, webinars and course management systems may be new experiences for them. Furthermore, entering CSU student populations reflect a broad spectrum of experiences and expertise so faculty who deal with first year students have an added responsibility to help even the academic ICT literacy playing field.
Writing Across the Curriculum: Writing across the curriculum offers a wonderful opportunity to advance ICT literacy: from locating and critically evaluating information in different formats to matching communication channels with intended objectives and audiences, producing an organized and effective message.
Discipline-Specific Practice: A solid ICT literacy foundation provides a broad academic base. Discipline-specific ICT literacy offers students the opportunity to gain and practice in-depth knowledge and skills within one academic field. What does it mean to think like a scientist, to conduct research as a historian, to communicate as an economist?
Capstone Experiences: Capstone experiences offer a means for students to synthesize and apply their content knowledge, incorporating their varied ICT literacy experiences, to demonstrate their ability to generate and share new knowledge effectively, often through a substantive product. Here is a growing list of examples:
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Over the years, thousands of studies have examined ICT literacy and its impact, with mixed results. As technology and education evolve, research continues to be needed.
Several journals – including MERLOT’s own Journal for Online Learning and Teaching (http://jolt.merlot.org/ ) - and repositories curate research on ICT literacy, which is the emphasis in terms of MERLOT learning objects, although meta-analyses and individual studies are included in the MERLOT collection.
ICT Literacy Research bookmark collection
https://www.researchgate.net searchable repository of open access research publications, including thousands on ICT literacy
http://www.ictliteracy.info/ICT-Research.htm repository of ICT literacy research
http://www.informationr.net/ir/11-3/paper252.html good concept paper
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