The Seven ICT Literacy Content Areas



The IC3Critical Thinking one-hour exam will cover seven Information and Communication Technologies (ICT) Literacy content areas, using tasks at a wide range of difficulty levels.  This makes the exam suitable for students from high school Grades 10-12 through college, as well as for working adults.  The seven ICT Literacy content areas include:




DEFINE

Understand and articulate the scope of an information problem in order to facilitate the electronic search for information, such as by:-


Distinguishing a clear, concise, and topical research question from poorly framed questions, such as ones that are overly broad or do not otherwise fulfill the information need


Asking questions of a “professor” that help disambiguate a vague research assignment.


Conducting effective preliminary information searches to help frame a research statement.



ACCESS

Collect and/or retrieve information in digital environments.  Information sources might be web pages, databases, discussion groups, email, or on-line descriptions of print media.  Tasks include:-


Generating and combining search terms (keywords) to satisfy the requirements of a particular research task.


Efficiently browsing one or more resources to locate pertinent information.


Deciding what types of resources might yield the most useful information for a particular need.



EVALUATE

Judge whether information satisfies an information problem by determining authority, bias, timeliness, relevance, and other aspects of materials.  Tasks include:-

 

Judging the relative usefulness of provided Web pages and on-line journal articles.


Evaluating whether a database contains appropriately current and pertinent information


Deciding the extent to which a collection of resources sufficiently covers a research area



MANAGE

Organize information to help you or others find it later, such as by:-


Categorizing emails into appropriate folders based on a critical view of the emails’ contents


Arranging personnel information into an organizational chart


Sorting files, emails, or database returns to clarify clusters of related information



INTEGRATE

Interpret and represent information, such as by using digital tools to synthesize, summarize, compare, and contrast information from multiple sources while:-

 

Comparing advertisements, emails, or web sites from competing vendors by summarizing information into a table


Summarizing  and synthesizing information from a variety of types of sources according to specific criteria in order to compare information and make a decision


Re-representing results from an academic or sports tournament into a spreadsheet to clarify standings and decide the need for playoffs



CREATE

Adapt, apply, design, or construct information in digital environments, such as by:-

 

Editing and formatting a document according to a set of editorial specifications.


Creating a presentation slide to support a position on a controversial topic


Creating a data display to clarify the relationship between academic and economic variables



COMMUNICATE

Disseminate information tailored to a particular audience in an effective digital format, such as by 


Formatting a document to make it more useful to a particular group


Transforming an email into a succinct presentation to meet an audience’s needs


Selecting and organizing slides for distinct presentations to different audiences.


Designing a flyer to advertise to a distinct group of users