Information Literacy Study Research Articles

Teachers’ computational thinking content knowledge: Development of a measurement instrument

Computational thinking has become an integral component of curricula worldwide, necessitating teachers to develop this competence in their students. To effectively meet these curricular requirements, teachers themselves need a solid foundation of computational thinking content knowledge, which refers to the understanding and skills they possess in this area. However, despite widespread recognition of this need, few studies have rigorously examined teachers' content knowledge in this domain. Addressing this gap requires the development of high-quality measurement tools. This study details the development of an instrument, created as part of the International Computer and Information Literacy Study (ICILS) 2023 in Flanders, to measure lower secondary school teachers' computational thinking content knowledge in a valid and reliable way. The article first outlines the construction process of the instrument, which involved close collaboration with experts in the field and drew upon the framework of Fraillon et al. (2023). Following this, the instrument's psychometric properties are presented, which include both item-level and overall instrument characteristics. These properties were evaluated using data from a sample of 352 participants, applying both Classical Test Theory and Item Response Theory. The final tool consists of sixteen multiple-choice and short constructed response questions. The results indicate favorable item and overall instrument characteristics, thereby affirming its potential to measure the intended construct in a valid and accurate way.

Tolerance of uncertainty and its role for teachers’ use of ICT in classroom in times of digital transformation

This paper focuses on conditions that are crucial for the use of Information and Communication Technology (ICT) in the classroom. Particular attention is given to teachers’ tolerance of uncertainty, which is seen as an important internal resource for coping with professional requirements. Furthermore, the paper examines whether teachers’ tolerance of uncertainty is related to other internal resources (positive views on ICT, ICT-related self-efficacy) and external resources (ICT-related teacher collaboration). The data are derived from a survey among 8th grade teachers in secondary schools in Germany conducted as part of the IEA International Computer and Information Literacy Study (ICILS 2018). The findings show a positive relationship between teachers’ tolerance of uncertainty and their use of ICT in the classroom. Teachers’ tolerance of uncertainty is furthermore in particular positively related to teachers’ positive views on ICT and ICT-related teacher collaboration at school. The relationship between teachers’ tolerance of uncertainty and their use of ICT in the classroom remained when statistically controlled for internal and external resources. Teachers’ tolerance of uncertainty can therefore be seen as a resource in the teaching profession.

Exploring Influences on ICT Adoption in German Schools: A UTAUT-Based Structural Equation Model

The 2018 International Computer and Information Literacy Study (ICILS) provides a comprehensive dataset with contextual information on German school environments. The data comes from responses by eighth-grade teachers and principals to a questionnaire about Information and Communication Technology (ICT) for teaching. We performed an exploratory re-analysis examining what influences teachers' adoption and use of ICT by employing six factors — Social Influence, Effort Expectancy, Performance Expectancy, Facilitating Conditions, Behavioural Intention, and Use Behaviour — from the Unified Theory of Acceptance and Use of Technology (UTAUT). We measured relationships between these constructs with a Structural Equation Model (SEM) consisting of 15 indicators provided by the ICILS study. The goodness of fit measures indicated confirmation of the model (RMSEA = .05, SRMR = .05, CFI = .93, TLI = .91). Our findings show that teachers' attitudes toward ICT and the school administration's support affected how ICT was applied in the classroom.

FORMATION OF A MODEL OF INFORMATION LITERACY IN THE DIGITAL ECONOMY OF THE XXI CENTURY (ON THE EXAMPLE OF EU COUNTRIES)

The relevance of the study of information literacy in the 21st century is paramount in the context of education and social development, particularly in light of the prevailing trend of digitalisation. Information literacy has emerged as a crucial skill set for effectively navigating the modern information society, characterised by the exponential growth and accessibility of information. The ability to engage with information critically and proficiently has become indispensable for personal and professional advancement in today's world. The subject of the article revolves around the significance of information literacy in the 21st century, particularly in the context of education and social development amidst the digitalisation trend. Methodology. Using a variety of methods and approaches, including cross-cultural, systemic, structural-functional, institutional, anthropological and axiological approaches, as well as general scientific methods, the authors aim to identify the strengths and weaknesses of people in information literacy and develop strategies to improve their competence in this area. The study employs a comprehensive approach to investigate both the theoretical and practical aspects of information literacy formation in the modern era. The overarching approach involves integrating information literacy into the educational curriculum, providing support to educators and fostering an environment conducive to the cultivation of these skills among students and the broader populace. This holistic approach recognises the importance of information literacy as a cornerstone of modern education and social progress, ensuring that individuals are equipped to thrive in an increasingly digitised world. In this study, the primary objective is to explore both the theoretical underpinnings and practical applications of information literacy in the contemporary era. Information literacy encompasses not only the capacity to effectively interact with information but also the ability to evaluate it critically and leverage it to accomplish specific objectives. The theoretical and practical significance of this study lies in fostering digital competence, which entails not only understanding the digital landscape but also actively utilising technology and problem-solving skills. In conclusion, the study emphasises the paramount importance of information literacy in the contemporary era characterised by rapid digitalisation. As society grapples with the challenges and opportunities presented by the influx of information, the ability to navigate, evaluate, and utilise information effectively emerges as a linchpin for personal and societal advancement.

Understanding teacher ICT usage: Insights from ICILS 2018 Korea data

Encouraging the integration of ICT in educational settings remains a significant challenge globally. However, successful enactment is still limited, and more understanding is essential. The International Computer and Information Literacy Study (ICILS) 2018 was conducted to address this challenge systematically. This study focused on exploring the factors influencing teachers' utilization of technology, employing the Republic of Korea data from ICILS 2018as a pilot study. Grounded on the Cognitive Behavioral Theory (CBT) and Technology Acceptance Model (TAM), a three-layer model – comprising external factors, internal factors, and action layers – was formulated to predict teachers' technology usage and verified by using constructs from ICILS 2018. The external factors layer encompassed professional development, school ICT resources, and teachers' collaboration, while the internal factors layer included teachers' experience, ICT self-efficacy, emphasis on ICT and coding tasks in classrooms, and perceptions regarding ICT usage. Within the action layer were constructs measuring the use of ICT for teaching practices, digital learning tools, and general utility software. Partial Least Squares Structural Equation Modeling was used to evaluate the model. The findings strengthen both foundational theories. Specifically, the findings highlighted significant total effects from constructs in the external and internal factors layers on constructs in the action layer. In other words, the three-layer model can successfully explain the influential factors impacting teachers' usage of ICT, including specific causes and effects information. Beyond offering empirical evidence for theoretical frameworks, this study identified specific factors influencing technology usage among teachers and outlined potential pathways for changes in teachers’ practices affecting technology utilization. Further research is essential to delve into causal relationships and validate the model via empirical evidence.

Indifferent, skeptical, ambivalent, moderate, and enthusiastic: What impacts profiles of teachers' technology views

Teachers' views about information and communication technology are a key affordance or barrier to classroom technology adoption and use. However, in determining factors that impact these views, much research has relied on variable-centered approaches that bifurcated teachers' views into mere positive or negative groups. Such approaches oversimplify key information that could serve educational authorities attempting to address low technology integration in schools. Therefore, this large-scale study employed a latent profile analysis with multilevel logistic regression analysis that aimed to (1) identify profiles of teachers' views of information and communication technologies for teaching and learning and (2) explore effects from teacher- and school-level variables on these profiles. Utilizing nationally generalizable data from 2079 full-time eighth-grade teachers from 150 different schools across South Korea from the International Computer and Information literacy study 2018, the analysis revealed five profiles of teachers' views: Indifferent, Skeptical, Ambivalent, Moderate, and Enthusiastic, with Moderate being the largest, and Highly Ambivalent and Indifferent the smallest. The findings from multilevel logistic regression analysis indicated numerous effects from teacher- and school-level antecedents and processes that matched each profile, highlighting school leaders’ ICT views. Notably, there were no effects from regional differences. Implications for leaders and policymakers are discussed in the context of professional development and reform policies.

Digital gender gaps in Students’ knowledge, attitudes and skills: an integrative data analysis across 32 Countries

The digital gender divide is one of the most critical issues in education today. Digital gender gaps can exist in students’ access to and use of ICT, attitudes toward technology, and digital knowledge and skills. However, previous research has primarily examined these divides in isolation and largely ignored their interdependencies. Using student data from the 2013 and 2018 International Computer and Information Literacy Study (ICILS), this study examines how these gaps are related. Specifically, we synthesize evidence on gender gaps in digital knowledge and skills, controlling for differences in ICT access and technology attitudes. In addition, we examine the role that technology attitudes play in the gender gap in digital knowledge and skills. Our findings suggest that (a) girls outperform boys in digital knowledge and skills (upbeta = -0.11 to -0.29); (b) gender differences in attitudes toward technology partially explain gender differences in digital knowledge and skills; (c) the variability within and between countries in the gender gap in students' digital skills is partly explained by the type of digital skill and the country's socio-economic development and gender inequality. Overall, this research shows a relationship between the gender gaps in students’ digital knowledge and skills and the gender gaps in students’ attitudes toward technology. We conclude that the first- and second-level gender digital divides are connected.

Study of Information and Communication Technology (ICT) Literacy among Visually Impaired Students

Study of Information and Communication Technology (ICT) Literacy among Visually Impaired Students

Dialectical roots and routes from Hegel to Bloch

The "critical" element present in many critical information literacy (CIL) studies shows a commitment to the practical challenge of the power structures that shape current information regimes. In this article, we argue that it is necessary to analyse how such power structures, organised under a capitalist social order with neoliberal contours, benefit from disinformation, scientific denialism and class, race and gender oppression. In addition to discussing how philosophical notions of language and postmodern relativism appear in the present time, our main theoretical objective is to highlight some thoughts of Hegel, Marx and Bloch on the notions of dialectics, praxis and concrete utopia, aiming to contribute to strengthen the critical element that names and distinguishes CIL as a field of inquiry in library and information studies.

Implementing ICT in classroom practice: what else matters besides the ICT infrastructure?

BackgroundThe large-scale International Computer and Information Literacy Study (2018) has an interesting finding concerning Luxembourg teachers. Luxembourg has one of the highest reported level of technology-related resources for teaching and learning, but a relatively lower reported use of ICT in classroom practice.MethodsICT innovation requires a high initial level of financial investment in technology, and Luxembourg has achieved this since 2015. Once the necessary financial investment in ICT technology has been made, the key question is what else matters to increase the use of ICT in teaching. To identify the relevant factors, we used the “Four in Balance” model, aimed explicitly at monitoring the implementation of ICT in schools.ResultsUsing data for 420 teachers in Luxembourg, we identify that within such a technology-driven approach to digitalization, teachers’ vision of ICT use in teaching, level of expertise, and the use of digital learning materials in class are significant support factors. Leadership and collaboration, in the form of an explicit vision of setting ICT as a priority for teaching in the school, also prove to be important.ConclusionsThrough these findings, we show that the initial investment in school infrastructure for ICT needs to be associated in its implementation with teachers’ ICT-related beliefs, attitudes, and ICT expertise.

Enhancing Your Teaching Methods: An Information Literacy-Based Approach to Developing Course Assignments

As information becomes more abundant and accessible, today’s workers will find it critical to develop the soft skills of information literacy. Prior to graduation, students need regular practice evaluating the credibility of common business information sources. To support these goals, we propose and describe a teaching methodology that borrows from the field of librarianship and uses concepts, mindsets, and practices from the study of information literacy. In addition to providing an information literacy-based framework for use when developing course assignments, we offer an extended example that makes use of this approach.

Alfabetización informacional en los archivos de derechos humanos del Uruguay: una discusión sobre su relevancia

A reflection on the relevance of conducting information literacy studies and its justification is presented from the archives and documentation centers related to the information regarding human rights violations in periods of state terrorism and the last civic-military dictatorship in Uruguay. This discussion becomes important in consideration of the relevance of the information they protect and the specific characteristics of their users when accessing and consulting binding documentation on this topic. It starts from a brief contextualization of the period of illegitimate action of the Uruguayan state and then moves on to regulatory actions for the restoration of democracy and within a transitional justice framework. Consequently, the dimension of the so-called human rights archives in Uruguay is addressed and academic studies of information literacy are reviewed. The need to apply informative human behavior studies for the identification of categories of users in archival information services is recognized. Lastly, the importance of developing informative competences in this type of information services is raised, in support of the search for truth and justice, as well as reparation actions.

Finnish teachers’ and students’ programming motivation and their role in teaching and learning computational thinking

IntroductionDespite the growing importance of teaching and learning computational thinking (CT) through programming in schools, research has shown major individual differences in teachers’ instruction emphasis and students’ skills in these topics.ObjectiveThis study aims to shed further light on the role that teachers’ and students’ programming motivation plays in CT.MethodsThe topic is approached from the viewpoint of the self-determination theory, which can help to understand teachers’ instruction and students’ learning. Our sample consisted of Finnish Grade 8 teachers (N = 1,853) and students (N = 2,546) who participated in the International Computer and Information Literacy Study (ICILS) in 2018. Focusing on teachers’ CT instruction emphasis, students’ CT test scores, and the Intrinsic Motivation Inventory, we investigate (1) distributions of teachers’ and students’ responses to intrinsic and extrinsic programming motivation questions, (2) associations between teachers’ and students’ programming motivation and their background factors, and (3) associations between programming motivation and teachers’ CT instruction emphasis and students’ CT test scores. The data was analyzed by examining descriptive statistics, computing mean differences and correlation coefficients and by performing (multiple) linear regression models.ResultsThe results showed that teachers had high extrinsic programming motivation, but the extent of their intrinsic programming motivation varied widely based on their prior programming teaching experience, subject taught, and gender. Students, in turn, reported both high intrinsic and extrinsic motivation toward programming, but boys were generally more motivated for programming than girls. High programming motivation was moderately related to teachers’ higher CT instruction emphasis and students’ higher CT test scores.ConclusionThe findings give a strong incentive to pay attention to increasing especially girls’ programming motivation and providing teachers with positive CT experiences relevant to their subject and with a particular objective to increase intrinsic motivation especially among teachers who lack prior programming teaching experience and interest in the topic.

우리나라 중학생의 ICT에 대한 인식 분석

Objectives In this study, affective factors such as self-efficacy, perception, and career expectations for Information and Communication Technology (ICT), which were surveyed in the ‘International Computer and Information Literacy Study (ICILS) 2018’, were analyzed. In particular, we focused on the effects of student characteristics such as Computer and Information Literacy(CIL) level, gender, and computer/software learning experience. Furthermore, these data were used to identify the ICT-related characteristics of middle school students in South Korea by identifying the similarities and differences with other participating countries through international comparison. Methods A total of 2,875 students (1,497 male (52.1%) and 1,378 female (47.9%)) enrolled in the second year of 150 middle schools nationwide participated in the computer-based assessment. Computer and Information Literacy was measured through self-report data. The information of educational use of ICT and student characteristics (gender, age), and student attitudes and perceptions were collected and analyzed. Results The percentage of students who responded that they were able to perform well on ICT-based learning tasks was lower than the ICILS 2018 average. In particular, ‘database creation’ showed the lowest rate. Also, students' self-efficacy for general and specialized applications was lower than the ICILS 2018 average. The perceptions of the positive and negative effects of ICT on society were higher than other participating countries. In terms of expectations for ICT-related careers, male students showed higher expectations than female students, indicating a gender difference. Conclusions Implications for effective approaches for nurturing future digital talents that can maximize the effect of education by improving the quality of computer and information education and reducing the gap between learners were proposed.

The digital divide in online education: Inequality in digital readiness of students and schools

The COVID-19 pandemic has disordered the educational process across the globe, as schools suddenly had to provide their teaching in an online environment. One question that raised immediate concern is the potential impact of this forced and rapid digitalization on inequalities in the learning process by social class, migration background and gender. Elaborating on the literature on the digital divide, we study inequalities in multi-level digital readiness of students and schools before the pandemic took place. Using data from the International Computer and Information Literacy Study (ICILS) on seven countries, and the Teaching and Learning International Survey (TALIS) on 45 countries, both from 2018, we demonstrate that schools and students vary in their readiness for digital education. However, school variation in digital readiness is not systematically related to student composition by SES and migration background. We thus find little evidence for a hypothesized ‘multi-level’ digital divide, which would result from systematic gradients in the readiness of school environments for digital education by student composition. More important drivers for a digital divide during the COVID-19 pandemic are the ICT skills students have, which are strongly related to students’ socioeconomic background. For digital education to be effective for every student, it is important that schools focus on improving students’ digital skills.

INFOMEDIA LITERACY IN THE UNIVERSITY EDUCATIONAL PROCESS: RESULTS OF IMPLEMENTATION

Obtaining information through the latest technologies and media channels actualizes the development, understanding, interpretation, integration into the educational process of ideas and content of media education. The result is media literacy / information literacy. Therefore, pedagogical, didactic and methodological aspects of the relevant discipline reflect the educational, cognitive, activity needs of a modern person. In this context, the approach by which teachers can share their own experience of teaching information literacy is relevant. During the discussion of content and formal aspects, learning outcomes and feedback, it is possible to form the optimal content and quality tools for use in dynamic educational circumstances.
 The purpose of the article is to demonstrate the focus of the content of the elective course «Information Media Literacy» on the achievement of program learning outcomes and to analyze the feedback data obtained by surveying students. The research methodology is based on the basic competencies proposed in the project «Study and Distinguish: Information Media Literacy». The research used the methods of the survey group (including questionnaires), methods of analysis and generalization of collected data, elements of the quantitative method and forecasting. Infomedia literacy teaching is aimed at developing a critical orientation in a particular environment, the ability to interact effectively with it, the willingness to use the acquired knowledge and skills in various situations of interaction with the media. 
 In the educational process of higher education, it is important to self-analyze the educational activities and find out the quality of teaching. Naturally, the formulation of learning outcomes according to certain criteria is mostly indicative. But even approximate indicators give grounds for conclusions about the level of knowledge acquisition, the development of skills and abilities and their prolongation in the life of an individual. One of the ways of self-analysis is a questionnaire, which was conducted among students of (non)pedagogical specialties of Ternopil Volodymyr Hnatiuk National Pedagogical University after studying infomedia literacy. The analysis of the received answers demonstrated a high level of interest in the content of the course and awareness of the competencies of media literacy, critical thinking, social tolerance, resilience, information and visual literacy, digital security, innovation. It also confirmed the effectiveness of the forms of cooperation and activities involved, outlined the range of issues and practices of the information sphere, which requires more attention in the future presentation of the course.
 It is concluded that the study of information literacy offers effective approaches and tools, the use of which provides identification, understanding, avoiding / overcoming threats to the information environment.

Alfabetización informacional en los archivos de derechos humanos del Uruguay: una discusión sobre su relevancia

A reflection on the relevance of conducting information literacy studies and its justification is presented from the archives and documentation centers related to the information regarding human rights violations in periods of state terrorism and the last civic-military dictatorship in Uruguay. This discussion becomes important in consideration of the relevance of the information they protect and the specific characteristics of their users when accessing and consulting binding documentation on this topic. It starts from a brief contextualization of the period of illegitimate action of the Uruguayan state and then moves on to regulatory actions for the restoration of democracy and within a transitional justice framework. Consequently, the dimension of the so-called human rights archives in Uruguay is addressed and academic studies of information literacy are reviewed. The need to apply informative human behavior studies for the identification of categories of users in archival information services is recognized. Lastly, the importance of developing informative competences in this type of information services is raised, in support of the search for truth and justice, as well as reparation actions.

Spit bubbles, speech bubbles, and COVID-19: creating comics in the age of post-infection India

Positioning this essay at intersection of comics studies, visual literacy studies, and information literacy studies, we investigate an interdisciplinary liaison between crisis in the age of COVID-19 and its awareness campaign through Indian comics. With a focus on awareness programme, Indian artists designed comics to demonstrate their vital position in social engagement through this visual medium. Following impending threats and growing concerns, people of all ages glued themselves to social media, newspapers, and television to keep them updated on the impact of COVID-19. Indian comics e.g. Nagraj Strikes: The Attack of Coronaman (2020), Priya’s Mask (2020), Kids, Vaayu, and Corona: Who Wins the Fight? (2020), and ‘Be aware of Droplets & Bubbles!!’ (2020) aimed to help children comprehend the precautionary steps to be taken to save themselves from getting infected with Coronavirus. While the first three comics showcase spit-bubbles primarily as the source of COVID-19, infusing the content with a tinge of superhero fantasy, ‘Be aware of Droplets & Bubbles!!’ (2020) unveils the microbiological evolution and mutation of the pathogen in comics format. The objective of the article is to show how Indian comics on COVID-19 can be an advantageous communicative medium to nurture knowledge and edutainment in post-infection India.

The role of analytical variability in secondary data replications: a replication of Kim et al. (2014)

ABSTRACT An article by Kim et al. from 2014 examined individual- and school-level variables affecting the information and communication technology (ICT) literacy level of Korean elementary school students, finding differential gender effects. In this secondary data replication, we used data from the 2018 International Computer and Information Literacy Study, focusing on data from Korea as main replication. As many characteristics of the study as possible, such as variables and analytical strategy, were modelled in the analysis. Additional analyses included 13 countries and jurisdictions, varied centring techniques for variables, and missing data treatment. The replication and analyses were pre-registered via the Open Science Framework. The main analysis did not replicate the main gender finding. However, it was also clear that, despite care taken in a rigorous replication, analytical variability still plays a large role in replications of findings, and with secondary datasets. We discuss the implications of this for secondary data replications.

The role of ICT for school leadership and management activities: an international comparison

PurposeInformation and communication technologies (ICT) has an increasing impact on schools. School leaders play a key role in this context as drivers of innovation including those related to ICT. Against this background, the study presented in this article focuses on school leadership and management activities with ICT and related challenges. It sought to analyze how frequently German school principals use ICT compared to principals in other countries, what distinct clusters of German principals could be identified in terms of ICT usage and how principals viewed ICT in schools and related challenges.Design/methodology/approachA mixed-methods approach was chosen, using quantitative data from both the international comparative large-scale assessment study ICILS 2018 and the explorative qualitative data from Germany. For the international comparison, the school principal data sets of the 12 international participants of the International Computer and Information Literacy Study (ICILS) 2018 were taken into account: Chile, Denmark, Finland, France, Germany, Italy, Kazakhstan, Republic of Korea, Luxembourg, Portugal, Uruguay and the United States. To look beyond averaged frequencies, a latent class analysis (LCA) was conducted to identify possible clusters of school leaders with distinct usage patterns of ICT for leadership and management activities.FindingsThe results indicate that, in general, German principals use ICT for leadership and management activities on a similar level as their international colleagues. However, they seem to communicate with education authorities significantly more often than their international colleagues, whereas representative activities (presentations, home page) are rather infrequent. The qualitative data point to significant barriers to fully harnessing the potential of using ICT for leadership, management and school improvement such as lack of competencies and lack of adequate support.Originality/valueTo the best of the authors’ knowledge, this is the first study that focuses on school leadership and management activities using ICT with such a data set. The results provide insights into how German principals use ICT to lead and manage their schools compared to their international counterparts. The qualitative data offers additional insights into possible reasons hindering a more effective use of ICT.