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International Comparison of Information Literacy in Digital Environments

Despite coming of digital technology age, many have struggled over the concept of a minimum information and communication literacy skills - locating, evaluating, and communicating information as an important outcome of school education. The purpose of this paper is to provide a description of an innovative ICT literacy assessment instrument, developed within World Bank READ program in Russia which sought to develop contemporary problem-based and scenariobased approach to ICT literacy assessment for multinational secondary school environment and to develop benchmarks which could be used to assess levels of ICT literacy skills of secondary school students in different countries. ICT literacy assessment tool was developed and implemented on a sub-national scale in Russia during 2005-2010 and piloted for international use in Tatarstan and Thailand with strong support by the Government of Russia, Republic of Tatarstan, IPST and the World Bank1.The case studies provide real life examples of how ICT instrument was implemented in participating countries. The paper presented will include a discussion of (i) how testing results could inform policymakers, secondary school principals and teachers, parents and students about ICT literacy level, (ii) secondary school information literacy curriculum development, and (iii) ,other policy related issues.

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