Students’ computer and information literacy

Abstract

In the International Computer and Information Literacy Study (ICILS) 2018 assessment there is a focus on students’ abilities to use computer technologies to collect and manage information as well as to produce and exchange information. According to the framework, computer and information literacy (CIL) comprises four strands, each of which is specified in terms of a number of aspects. The strands describe CIL in terms understanding computer use, gathering information, producing information, and digital communication. This chapter explains the measurement of CIL in ICILS and discusses student achievement across ICILS countries. The CIL assessment instrument, the proficiency scale derived from the ICILS test instrument and data, and the student test results relating to CIL are described in detail. CIL achievement is described across four levels of increasing sophistication from a functional working knowledge of computers as tools (Level 1) through to the execution of control and evaluative judgment when searching for information and creating information products (Level 4). The assessment showed that students’ CIL varied more within countries than across countries. CIL achievement was associated with student gender with female students demonstrating higher CIL achievement than male students. Socioeconomic status (SES) was significantly positively associated with student CIL achievement. In nine of the 13 countries and benchmarking participants that met the ICILS technical requirements, students from non-immigrant families had statistically significantly higher CIL scores than students from immigrant families, and in 10 of 13 countries and benchmarking participants, students who reported mainly speaking the language of the ICILS test at home had statistically significantly higher CIL scale scores than those who reported speaking another language at home. Access to computers at home and years’ experience using computers were associated with students’ CIL.