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ICT and Literacy

Information and Communications Technology, Media, Reading, and Writing

This volume examines literacy in relation to a wide range of new technology and media, especially talking books, video editing, interactive multimedia and on-line materials.

This volume examines literacy in relation to a wide range of new technology and media, especially talking books, video editing, interactive multimedia and on-line materials.

Technology and Literacy in the 21st Century

The Importance of Paying Attention

Selfe tries to identify the effects of this new literacy agenda, focusing specifically on what she calls "serious and shameful" inequities it fosters in our culture and in the public education system: among them, the continuing presence of racism, poverty, and illiteracy."--BOOK JACKET.

Selfe tries to identify the effects of this new literacy agenda, focusing specifically on what she calls "serious and shameful" inequities it fosters in our culture and in the public education system: among them, the continuing presence of ...

A Staff Development Guide to Workshops for Technology and Information Literacy

Ready-to-present!

This tool enables library media specialists to effectively conduct workshops to improve information literacy with ready-made PowerPoint presentations.

Presents a practical guide and CD-ROM on conducting effective staff development workshops for technology, and addresses topics such as planning and evaluating workshops, promoting digital literacy, designing inquiry-based Web projects, and ...

Information Literacy and the Curriculum

A Library Services and Technology Act Grant

A Staff Development Guide to Workshops for Technology and Information Literacy

Ready-to-present!

Presents a practical guide and CD-ROM on conducting effective staff development workshops for technology, and addresses topics such as planning and evaluating workshops, promoting digital literacy, designing inquiry-based Web projects, and more.

Presents a practical guide and CD-ROM on conducting effective staff development workshops for technology, and addresses topics such as planning and evaluating workshops, promoting digital literacy, designing inquiry-based Web projects, and ...

Being Fluent with Information Technology

Computers, communications, digital information, softwareâ€"the constituents of the information ageâ€"are everywhere. Being computer literate, that is technically competent in two or three of today’s software applications, is not enough anymore. Individuals who want to realize the potential value of information technology (IT) in their everyday lives need to be computer fluentâ€"able to use IT effectively today and to adapt to changes tomorrow. Being Fluent with Information Technology sets the standard for what everyone should know about IT in order to use it effectively now and in the future. It explores three kinds of knowledgeâ€"intellectual capabilities, foundational concepts, and skillsâ€"that are essential for fluency with IT. The book presents detailed descriptions and examples of current skills and timeless concepts and capabilities, which will be useful to individuals who use IT and to the instructors who teach them.

It explores three kinds of knowledgeâ€"intellectual capabilities, foundational concepts, and skillsâ€"that are essential for fluency with IT. The book presents detailed descriptions and examples of current skills and timeless concepts ...

University Staffs' Everyday Engagement with Digital Technology

Exploring the Role of Information Literacy and Digital Literacy

Educational environments, such as universities, have been deeply affected by technologically driven change. In fact, educational technologies are becoming progressively common, and scholars have stated that there is an expectation for these technologies to be a part of formal learning environments. Hence, university staff are expected to use digital technologies in their work activities. These expectations, however, rely on university staff's capabilities to use such technologies, thus highlighting the importance of literacy skills. This paper aims to explore the impact of information literacy (IL) and digital literacy (DL) on university staff's intention to use digital technologies in their work activities. To support this aim, a conceptual model is composed of constructs such as performance expectancy, effort expectancy and habit from the UTAUT2 framework, while incorporating the dimensions of information literacy and digital literacy. The conceptual model is then assessed with data obtained from 100 university employees thorough partial least squares structural equation modelling (PLS-SEM). The results indicate there is a direct and significant relationship between information literacy and intention to use digital technologies, whereas the relationship between digital literacy and intention to use is mediated through performance expectancy and habit. Furthermore, performance expectancy and habit possess a direct impact on intention to use technology.

Educational environments, such as universities, have been deeply affected by technologically driven change.

The Big6 Curriculum: Comprehensive Information and Communication Technology (ICT) Literacy for All Students

Comprehensive Information and Communication Technology (ICT) Literacy for All Students

This practical, hands-on book explains how to ensure that your students are information and communication technology literate—that is, competent with a range of tools, technologies, and techniques for seeking out and applying information. • Helps librarians better understand and implement the information and communication technology (ICT) skills required of 21st-century students • Presents dozens of figures, templates, and lessons to aid librarians in implementing comprehensive ICT literacy programs that reach all students in all schools • Provides highly relevant concepts for librarians at all schools or districts seeking to achieve local, state, or Common Core educational standards

This book explains how to integrate the objectives of ICT literacy into your school's established curricular structure.

Englewood School District Comprehensive Plan for Educational Technology and Information Literacy

Educational Technology/Information Literacy should be considered the "fourth R" in today's educational system. After reading, writing, and arithmetic, the use of information technology is the 'reality' that faces students upon graduation and is often a barrier to entering the workforce. Only after schools begin to build high quality Educational Technology/Information Literacy Learning systems, with the goal of creating a technologically competent and information literate graduate, will students be fully prepared to meet the challenges and expectations of our information rich society. The continued success and quality of American public education depends on the collective ability to close the gap between the enormous amount of accessible information and technology's mere presence, and its effective integration into the curriculum to enhance student performance and deliver the skills necessary for the new millennium. This comprehensive plan represents a living document that clearly articulates plans to increase the capacity of students and teachers by creating a coherent call to action. This document contains 3 appendices: (1) student grade level expectations; (2) district data collection tools; and (3) exemplars.

Educational Technology/Information Literacy should be considered the "fourth R" in today's educational system.