Conceptualizing and Measuring Computer and Information Literacy in Cross-National Contexts

References

• Adams, R. J., & Wu, M. L. (2009). The construction and implementation of user-defined fit tests for use with marginal maximum likelihood estimation and generalized item response models. Journal of Applied Measurement, 10(4), 1–16.
   PubMedGoogle Scholar
• Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012a). National Assessment Program: ICT literacy Years 6 & 10 report 2011. Sydney, NSW, Australia: Author. Retrieved from http://www.nap.edu.au/verve/_resources/nap_ictl_2011_public_report_final.pdf
   Google Scholar
• Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012b). National Assessment Program: ICT literacy Years 6 & 10 technical report 2011. Sydney, NSW, Australia: Author. Retrieved from http://www.nap.edu.au/verve/_resources/nap_ictl_2011_technical_report_final.pdf
   Google Scholar
• Binkley, M., Erstad, E., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining 21st century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Dordrecht, the Netherlands: Springer.
   Google Scholar
• Catts, R., & Lau, J. (2008). Towards information literacy indicators. Paris, France: UNESCO.
   Google Scholar
• Ebbs, D., & Friedman, T. (2015). Translation and verification of ICILS 2013 instruments. In J. Fraillon, W. Schulz, T. Friedman, J. Ainley, & E. Gebhardt (Eds.), ICILS 2013 technical report (pp. 55–66). Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement (IEA). Retrieved from http://www.iea.nl/fileadmin/user_upload/Publications/Electronic_versions/ICILS_2013_Technical_Report.pdf
   Google Scholar
• Educational Testing Service (ETS). (2002). Digital transformation: A framework for ICT literacy. Princeton, NJ: Author. Retrieved from http://www.ets.org/Media/Tests/Information_and_Communication_Technology_Literacy/ictreport.pdf
   Google Scholar
• Erstad, O. (2010a). Conceptions of technology literacy and fluency. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed.). Oxford, UK: Elsevier.
   Google Scholar
• Erstad, O. (2010b). Educating the digital generation: Exploring media literacy for the 21st century. Digital Kompetanse - Nordic Journal of Digital Literacy, 1, 56–72.
   Google Scholar
• European Commission. (2006) Recommendation 2006/962/EC of the European parliament and of the council of 18 December 2006 on key competences for lifelong learning (Official Journal L 394 of 30.12.2006). Brussels, Belgium: European Commission. Retrieved from http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32006H0962&from=EN
   Google Scholar
• European Commission. (2008). Digital Literacy European Commission working paper and recommendations from Digital Literacy High-Level Expert Group. Brussels, Belgium: Author. Retrieved from http://www.ifap.ru/library/book386.pdf
   Google Scholar
• European Commission. (2013). Survey of schools: ICT in education. Benchmarking access, use and attitudes to technology in Europe’s schools (final report). Brussels, Belgium: Author. Retrieved from https://ec.europa.eu/digital-agenda/sites/digital-agenda/files/KK-31-13-401-EN-N.pdf
   Google Scholar
• European Commission, Joint Research Centre-IPTS on behalf of DG Education and culture (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Retrieved from http://ftp.jrc.es/EURdoc/JRC83167.pdf
   Google Scholar
• Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age. The IEA International Computer and Literacy Information Study International Report. Heidelberg, Germany: Springer Cham.
   Google Scholar
• Fraillon, J., & Carstens, R. (2015). Computer-based assessment systems. In J. Fraillon, W. Schulz, T. Friedman, J. Ainley, & E. Gebhardt (Eds.), ICILS 2013 technical report (pp. 37–46). Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement (IEA). Retrieved from http://www.iea.nl/fileadmin/user_upload/Publications/Electronic_versions/ICILS_2013_Technical_Report.pdf
   Google Scholar
• Fraillon, J., Schulz, W., & Ainley, J. (2013). International Computer and Information Literacy Study assessment framework. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement (IEA). Retrieved from http://www.iea.nl/fileadmin/user_upload/Publications/Electronic_versions/ICILS_2013_Framework.pdf
   Google Scholar
• Gebhardt, E., & Schulz, W. (2015). Scaling procedures for ICILS test items. In J. Fraillon, W. Schulz, T. Friedman, J. Ainley, & E. Gebhardt (Eds.), ICILS 2013 Technical Report (pp. 155–176). Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement (IEA). Retrieved from http://www.iea.nl/fileadmin/user_upload/Publications/Electronic_versions/ICILS_2013_Technical_Report.pdf
   Google Scholar
• Griffin, P., McGaw, B., & Care, E. (2012). Assessment and teaching of 21st century skills. Dordrecht, the Netherlands: Springer.
   Google Scholar
• Institute of Education Sciences, National Center for Education Statistics. (2012). National Assessment of Educational Progress (NAEP) technology and engineering literacy (TEL) assessment. Washington, DC: Author. Retrieved from http://nces.ed.gov/nationsreportcard/tel/
   Google Scholar
• Markauskaite, L. (2006). Towards an integrated analytical framework of information and communications technology literacy: From intended to implemented and achieved dimensions. Information Research: An International Electronic Journal, 11(3), (paper 252), 1–23.
   Web of Science ®Google Scholar
• Masters, G. N., & Wright, B. D. (1997). The partial credit model. In W. J. van der Linden & R. K. Hambleton (Eds.), Handbook of modern item response theory (pp. 101–122). New York, NY: Springer.
   Google Scholar
• McLoughlin, C. (2011). What ICT-related skills and capabilities should be considered central to the definition of digital literacy? In T. Bastiaens & M. Ebner (Eds.), Proceedings of EdMedia: World conference on educational media and technology 2011 (pp. 471–475). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
   Google Scholar
• Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne declaration on educational goals for young Australians. Melbourne, Australia: MCEETYA.
   Google Scholar
• Office of Educational Technology, U.S. Department of Education. (2010). Transforming American education: Learning powered by technology (US National Education Technology Plan 2010). Washington, DC: Author. Retrieved from http://www.ed.gov/sites/default/files/netp2010.pdf
   Google Scholar
• Organisation for Economic Co-operation and Development (OECD). (2005). Are students ready for a technological world? What PISA studies tell us. Paris, France: Author.
   Google Scholar
• Prensky, M. (2001). Digital natives, digital immigrants: Part 1. On the Horizon, 9(5), 1–6.
   Google Scholar
• Qualifications and Curriculum Authority. (2007). ICT: Programme of study for key stage 3 and attainment target. London, UK: Author. Retrieved from http://www.qca.org.uk/curriculum/KS3_Programme_of_Study-1.pdf
   Google Scholar
• Schulz, W., & Friedman, T. (2015). Scaling procedures for ICILS questionnaire items. In J. Fraillon, W. Schulz, T. Friedman, J. Ainley, & E. Gebhardt (Eds.), International computer and information literacy study 2013 technical report. Amsterdam, the Netherlands: International Association for Educational Achievement (IEA).
   Google Scholar
• WestEd. (2010). Technology and engineering literacy framework for the 2014 National Assessment of Educational Progress pre-publication edition. Retrieved from http://www.edgateway.net/cs/naepsci/download/lib/249/prepub_naep_tel_framework.pdf?x-r=pcfile_d
   Google Scholar
• Wright, B. D., & Masters, G. N. (1982). Rating scale analysis: Rasch measurement. Chicago, IL: Mesa Press.
   Google Scholar
• Wu, M. L., Adams, R. J., Wilson, M. R., & Haldane, S. (2007). ACER ConQuest: General item response modelling software [ computer program]. Camberwell, Victoria, Australia: Australian Council for Educational Research.
   Google Scholar