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:
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.
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.
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
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
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
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
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