1. 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 client and browser

2. 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

3. 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

4. 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 ?
Browser window to
admin systems
saved passwd?
cached data?
Whose MSN?

5. 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

6. 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

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

8. 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