ICT Literacy in Computer Science

Compiled by Dr. Lesley Farmer, California State University Long Beach


Association of College & Research Libraries. (2006). Information literacy standards for Science/Engineering/Technology: 

The following wiki is useful for engineering information literacy:

Common Core State Standards, Next Generation Science Standards, and state content standards also refer to K-12 ICT competencies (sometimes listed as information literacy, digital literacy, media literacy, or research skills).



Key terms: Computer Science, Information Systems, (Electrical) Engineering, Technology, Programming, Coding, specific topics within computer science

  • Mathematics and Statistics / Mathematics Publishing Tools / Computer Algebra Systems
  • Science and Technology/ Computer Science
  • Science and Technology/ Engineering / Computer Engineering
  • Science and Technology/ Information Technology/ Computer Information Systems
  • Academic Support Services/ Accessibility
  • Academic Support Services/ ICT literacy
  • Academic Support Services/Library and Information Services


  • University at Albany web resources about computer science: search engines, algorithms, associations, biographies, calculators, compilers and interpreters, tutorials, data management, data repositories, employment, facts and figures, history, journals, meetings, news, programming, reference and research information, social networks, software, standards, web, women and technology 
  • Denison University basic research guide for computer science, plus reference tools, articles, websites, visual/audio resources, patents, and apps
  • New Mexico State University core computer science references, research help, web resources, government and organizations, news 
  • Purdue guide to computer science research, including websites, foundations and tr4ends, bibliographies and search engines, reference  




  • Andone, D., & Frydenberg, M. (2011). Who are these people, and how do we work together? Creating an environment for global collaboration with information and communication technologies. Proceedings of the IADIS International Conference e-Learning, Timisoara, Romania, July 20-23. 
  • Ben-David Kolikant, Y., & ma’ayan, Z. (2018). Computer science students’ use of the internet for academic purposes: Difficulties and learning processes. Computer Science Education, 28(3), 211–231.
  • Birke, P., Rosman, T., Mayer, A. K., & Walter, B. (2014). A domain-specific test of procedural knowledge about information searching for students of computer science. In Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century (pp. 683-692). Heidelberg, Germany: Springer.
  • Brinda, T., Napierala, S., Tobinski, D., & Diethelm, I. (2019). Student strategies for categorizing IT-related terms. Education and Information Technologies, 24(3), 2095–2125.

    Capacho, J. (2016). Teaching and learning methodologies supported by ICT applied in computer science. Turkish Online Journal of Distance Education, 17(2), 59–73.

    Carlson, J., & Johnston, L. (2014). Data information literacy. West Lafayette, IN: Purdue University.
  • Fraillon, J., Schulz, W., & Ainley, J. (2013). International computer and information literacy study: Assessment framework. Amsterdam: International Association for the Evaluation of Educational Achievement.
  • Frydenberg, M. (2016). Game development as a pathway to information technology literacy. Information Systems Education Journal, 14(4), 54–68.
  • Ghergulescu, I., Stynes, P., & Pathak, P. (2014). A model for designing learning experiences for computer science curriculum. in Frontiers in Education Conference (FIE), 2014 IEEE, Oct.22-25, pp.1-4. doi: 10.1109/FIE.2014.7044100
  • Grover, S., & Pea, R. (2013). Computational thinking in K—12: A review of the state of the field. Educational Researcher, 42(1), 38-43.
  • Hungerford, B. et al. (2011). Strategies for ensuring computer literacy among undergraduate business students: A marketing survey of AACSB-accredited schools. In Information Systems Educators Conference, Wilmington, NC, Nov. 3-6. 
  • Iyer, V. K. (2017). A dynamic intranet-based online-portal support for computer science teaching. Education and Information Technologies, 22(3), 827–840.
  • Kim, H., Nam, S., Lee, W., Nam, K., & Kwon, D. (2013, July). Effects of Moral Judgement, Emotional Control and Problem Solving on Information Ethics of Gifted Students in Computer Science. In Computer Software and Applications Conference Workshops (COMPSACW), 2013 IEEE 37th Annual (pp. 633-638). IEEE.
  • Liu, T., & Sun, H. (2011). Analysis of information literacy education strategies for college students majoring in science and engineering. Modern Applied Science, 5(5), 227.
  • Magnoni, D., & Ricords, J. L. (2013). Library-faculty-vendor partnership to create STEM digital learning activities.
  • Nyinkeu, N. D., Thaddeus, K., & Henry, N. (2016). Open-source and attitude towards code-plagiarism among technology students. International Journal of Technology in Teaching and Learning, 12(2), 99–111.

    Priyaadharshini, M., Dakshina, R., & Sandhya, S. (2020). Learning analytics: Game-based learning for programming course in higher education. Procedia Computer Science, 172, 468-472.

  • Qing Li; Weiwei Cheng; Lei Shi; Zhisong Pan. (2011). Discussing the reform of programming courses through the practice of “Data Structures”," in International Conference on Consumer Electronics, Communications and Networks (CECNet), 2011, April 16-18. pp.3098-3101. doi: 10.1109/CECNET.2011.5769509
  • Schmidt, C., Sun, W. N., & LaLonde, D. (2013). Operationalizing information literacy and technology in a general education computer science course. Journal of Computing Sciences in Colleges, 28(5), 176-183.  


  • Ask students to locate and summarize legislation and regulations that impact computer science (e-rate, accessibility, intellectual property). Then ask them whether this is the way the law ought to be or whether it should be changed and why.
  •  Ask students to analyze how ADA-compliant a piece of software or hardware is, and make suggestions for improvements. 
  • Ask students to research ethical issues relative to computer science. 
  • Ask students to create an infographic to help communicate a computer science issue. 
  • Ask students to create a timeline of computer science advances. 
  • Ask students to flowchart a computer science design process. 
  • Ask students to locate articles on a computer science topic in two different database aggregators (e.g., IEEE Xplore, ACM Digital Library, Compendex), and compare processes and results. 
  • Ask students to develop and implement a computer science topical search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters. 
  • Ask students to interview professional computer scientists to ascertain their use of information literacy. 
  • Ask students to interview professionals who work with computer science experts to ascertain what skills are needed for effective cooperation. 
  • Ask students to interview programmers about their use of existing programs or coding schemes. How do these practices relate to intellectual property? 
  • Ask students to locate and analyze depictions of computer science on film and TV (see or other lists) in terms of their veracity. 
  • Ask students to compare advertisements for two competing computer science products or services; consider quantitative information and emotional appeals. 
  • Ask students to create a graphic organizer that shows future implications, with supporting evidence, of a significant event (e.g., Arab Spring, political election campaign) relative to computer science. 
  • Ask students to find a breaking computer science news story from any source. Have them determine if there are statements or ideas in the story that need to be clarified or questioned. Have them prepare a list of issues raised in the story that them feel are in need of critical analysis. For each issue, have them formulate a question they feel should be answered. Have them use online resources to answer their questions.   Have them provide a list of the resources and information that lead to their conclusions. Have them rate the reliability of each resource they use. Have them provide a list of unreliable information sources and explain why they found them to be unreliable. Have them present their research as a digital document.