Introduction Incoming cohorts of uni students are computer literate Computer literacy defined by task-related checklists Web and internet skills defined by ability to use email client and browser

What is ICT literacy? Basic application skillset plus An ability to evaluate information retrieved from web An understanding of security, data integrity, privacy and ethics An understanding of information architecture, data encoding, data transfer and data storage

ICT and social context Understand ownership vs location of data Understand relationship between personal identity, current role and authentication Understand “people issues” in computer security

SHARED HOME COMPUTER Staff VPN Staff login to LMS privileged access to info? logged internet access? Staff login to LMS saved passwd? cached data? assessment info? student data? Whose email? Browser window to admin systems saved passwd? cached data? Whose MSN?

ICT and pedagogy Use of specific ICT applications may not by itself confer generalisable ICT skills Appropriate use of ICT in professional practice requires a deeper examination of ICT in the context of a particular discipline

ICT and LMSes At least 85% of unis use LMSes Online learning resources Communication tools Assessment tools No transition path to ICT options which can support sustainable online communities of practice

user / role authentication Proprietary systems create barriers to generalisable, transferable ICT literacy Application Layer Database Layer Course web pages webserver discussion email chat quiz more tools … more tools… user / role authentication LMS

Conclusions Identify discipline-specific ICT skills Identify how skills will be acquired Focus particularly on Evaluating information from internet Using communication tools effectively Understanding implications of various protocols for privacy, security, data integrity and confidentiality Understanding social context of ICT use