Toward large scale assessment of information and communication technology literacy

Abstract

PurposeThe purpose of this paper is to provide guidance to those contemplating or preparing to administer a large scale information literacy assessment such as the ETS ICT assessment instrument. The case studies and literature review provide real life examples of how to consider implementing the ETS ICT instrument with special attention to issues such as collaboration, timing, marketing, budgeting, and developing a strategy that includes a discussion of how testing results will inform campus information literacy curriculum development and programming.Design/methodology/approachThe planning and implementation by two California State University campuses that administrated beta test versions of the ETS ICT assessment instrument are documented. Background about ICT and guidance for future administrations of large scale assessments on university and college campuses are discussed.FindingsThe paper provides background information, techniques and guidance for academic librarians contemplating future administrations and usages of large scale assessments of student information and communication technology skills, like the ETS ICT assessment. Examples of necessary planning stages and collaboration are provided as well as a discussion of the value of large scale assessments for students, campuses and information literacy programs.Practical implicationsThis paper offers guidance for academic librarians and libraries interested in assessing their information literacy programs and/or working within their university to conduct a large scale assessment of student ICT literacy skills using the ETS ICT assessment instrument.Originality/valueThe strategies and ideas presented in this paper will help inform other academic libraries and librarians faced with administrating and implementing a large scale assessment instrument such as the ETS ICT instrument.

Los procesos de incorporación de las TIC en escuelas secundarias de Rio Gallegos. Efectos, avances y problemas

“…En este marco, es importante preguntarse sobre dos categorías que se abren como importantes: la alfabetización y la competencia digital. La nueva sociedad de la información y comunicación, pone de manifiesto la necesidad de una ciudadanía capaz de acceder, evaluar de manera crítica, organizar, interpretar la información y comunicarse a través de múltiples formatos digitales, en constante transformación (Somerville, Lampert, Dabbour, Harlan & Schader, 2007). La enorme proliferación de las TIC ha provocado que, cada día de forma más evidente, los individuos tengan que enfrentarse a situaciones que requieren la utilización de nuevas habilidades técnicas, cognitivas y sociales.…”

La competencia digital docente: análisis de la autopercepción y evaluación del desempeño de los estudiantes universitarios de educación por medio de un entorno 3D

“…La SIC pone de manifiesto la necesidad de una ciudadanía capaz de acceder, evaluar de manera crítica, organizar, interpretar la información y comunicarse a través de múltiples formatos digitales, en constante transformación (Somerville, Lampert, Dabbour, Harlan & Schader, 2007).…”

“…Incluye la capacidad de utilizar las TIC como una herramienta para investigar, organizar, evaluar y comunicar información, así como el conocimiento de las cuestiones éticas y legales que rodean el acceso y uso de la información (Somerville et al, 2007). Según este modelo, la alfabetización digital o competencia digital no puede ser definida principalmente como el dominio de las habilidades técnicas, sino que debe centrarse especialmente en las habilidades cognitivas fundamentales, y en la aplicación de las destrezas técnicas y conocimientos .…”

First Year Course Programmatic Assessment: Final Essay Information Literacy Analysis

“…Sommerville, et.al., posit collaboration between invested stakeholders and administrators "will advance the likelihood of campus consideration of large-scale assessment results." 6 Additionally, Bridgland and Whitehead found that teaching faculty responded better to assessment efforts when they were approached directly by librarians with whom they already had a working relationship. 7 They theorize that advocating for library assessment to both administrators and teaching faculty was necessary, arguing that "although the organization provides a framework, it is through more subtle connections with individuals that successful collaboration and knowledge building occurs."…”