Technology and Information Literacy

The Technology and Information Literacy capability focuses on the ability to research, collect,  manage, transform, and exchange information using technologies such as web browsers, email, word  processing, and spreadsheet software. The ability to understand and use technology to acquire and apply information is vital to success in modern academic and organizational environments (ACT, 2014b; Association of College and Research Libraries, 2000; Autor et al., 2003; Partnership for 21st Century Skills, 2012). It is not surprising that technology and information literacy (TIL) has been a  growing concern over the past decade, with many countries identifying these skills as necessary for  future occupations (Bakia, Murphy, Anderson, & Trinidad, 2011; US Department of Education, 2010). Nationally representative data on TIL is sorely lacking, but the 2013 Organization for Economic  Cooperation and Development (OECD) Survey of Adult Skills did collect representative data on US  problem-solving skills in technology-rich environments. Fewer than half of US 16–24 year olds scored above a basic proficiency level, indicating a strong need for attention in this area (OECD, 2013).

Use of technology to communicate is central to daily tasks in a majority of occupations (Autor et al., 2003; Conrad & Newberry, 2011). As technology becomes more integrated into organizations, collaboration and group problem-solving processes are becoming increasingly virtual (O*NET, 2014; Scardamalia, Bransford, Kozma, & Quellmalz, 2012). Technology is an important mediator in many studies of team performance because the majority of team communication is usually conducted via email, chat, or remote meeting software (Lira, Ripoll, Peiro, & Zornoza, 2013). Already, levels of daily technology use at work are strongly correlated with membership in higher-level technical, managerial, and executive positions. This implies that a lack of fluency with these technologies can create numerous barriers to participation and, ultimately, advancement.

Instruction in and use of technology has been associated with increases in academic achievement. For example, a four-week program of instruction in TIL skills followed by one year of experience with  a personal computer led to substantial test-score increases in reading, writing, and mathematics  for at-risk middle and high school students (Amiri, 2009). Frequent use of classroom technology is also generally associated with higher grades in college courses (Huffman & Huffman, 12). In addition, Fitzgerald (2004) found that college faculty had high expectations for first-year students’ information literacy skills. Access to technology is strongly associated with household income and educational attainment (Pew, 2008). This highlights both the importance of technology in the workplace and the risk of a “digital divide” between those who have access to technology and those who do not (Law, 2006; Raizen, 1997). For some students, school is the only place where they can access technology; accordingly, education has an important role to play in ensuring that all students have access to and familiarity with technology.