ICT Literacy in Sociology

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


Association of College & Research Libraries. (2008). Information literacy standards for anthropology and sociology students. This site includes several examples of learning activities to show ICT competence.

The following wiki is useful for sociology: 


  • Social Sciences/SociologySocial Sciences/Statistics
  • Science and Technology/Health Sciences/Sociology of Physical Activity
  • Humanities/Women and Gender Studies
  • Academic Support Services/ ICT literacy
  • Academic Support Services/Library and Information Services
  • Sample search phrase: sociology technology

Sociology Community Portal:



Note: faculty, students, and staff at all CSU campuses (except Maritime Academy) have free access to the ICPSR, Roper, and Field archives

  • Each campus subscribes yearly to the social science data bases (ICPSR, Roper, and Field)
  • ICPSR and Roper archives can be accessed from on campus and off campus (assuming a proxy server has been set up at the campus library)
  • Field archive can only be accessed from on campus and is accessed through UCDATA at UC Berkeley --
  • ICPSR and Roper require that you create an account which are free; Field does not require an account 


  • Digital sociology articles 
  • Ausbrooks, A., & Travis Jr., R. (2017). Information communication technology (ICT) and social work: Moving social work education and practice into the 21st century. Professional Development, 20(2), 25–35.
  • Black, M., & Rechter, S. (2013). A critical reflection on the use of an embedded academic literacy program for teaching sociology. Journal of Sociology, 49(4), 456-470.
  • Caravello, L. et al. (2008). Information literacy: The partnership of sociology faculty and social science librarians. Teaching Sociology, 36(Jan.), 8-16.
  • Goldingay, S., & Boddy, J. (2017). Preparing social work graduates for digital practice: Ethical pedagogies for effective learning. Australian Social Work, 70(2), 209–220.
  • Granruth, L. B., & Pashkova-Balkenhol, T. (2018). The benefits of improved information literacy skills on student writing skills: Developing a collaborative teaching model with research librarians in undergraduate social work education. Journal of Teaching in Social Work, 38(5), 453–469.

    Hafford-Letchfield, T., Dayananda, A., & Collins, D. (2018). Digital storytelling for interprofessional collaborative practice to develop quality and service improvements. Social Work Education, 37(6), 804–812.

    Hitchcock, L. I., & Young, J. A. (2016). Tweet, tweet!: Using live Twitter chats in social work education. Social Work Education, 35(4), 457-468.

    Joiner, J. M. (2019). Digital ethics in social work education. Journal of Teaching in Social Work, 39(4–5), 361–373.

    Jones, N. P., Sage, M., & Hitchcock, L. (2019). Infographics as an assignment to build digital skills in the social work. Journal of Technology in Human Services, 37(2/3), 203–225.

    McInroy, L. B. (2019). Teaching technology competencies: A social work practice with technology course. Journal of Social Work Education, 1-12.

    Reamer, F. G. (2019). Social work education in a digital world: Technology standards for education and practice. Journal of Social Work Education, 55(3), 420–432.

  • Wilder, E. I. (2010). A qualitative assessment of efforts to integrate data analysis throughout the sociology curriculum: Feedback from students, faculty, and alumni. Teaching Sociology, 38(3), 226-246.  
  • Zorn, I., & Seelmeyer, U. (2017). Inquiry-based learning about technologies in social work education. Journal of Technology in Human Services, 35(1), 49–62.

  • Ask students to create a concept map at the beginning and end of a sociological course unit/module, and compare them. 
  • Ask students how sociology information is created, reviewed, and disseminated. 
  • Ask students to evaluate websites about a sociological issue (e.g., marijuana legalization), and compare websites and their critique. Ask students to select relevant database aggregators (e.g., Sociological Abstracts, Ethnic NewsWatch). 
  • Ask small groups of students to research a topic, each using a different database, and compare process and results. 
  • Ask students to compare the same sociological topic (e.g., mandatory vaccinations, government surveillance) in different types of resources (e.g., primary versus secondary sources, professional association versus trade periodicals, online database aggregators versus online search engines, different formats such as video and radio, different kinds of social media such as blogs and wikis). 
  • Ask students to investigate how laws and regulations impact social issues. 
  • Ask students to compare codes of ethics of different sociology-related professional associations. 
  • Ask students to create timelines about benchmark events and legal decisions about a sociological issue (e.g., immigration waves and policies, worker strikes). 
  • Ask students to trace the scholarly path of significant sociologies. 
  • Ask students to compare sociological issues (e.g., health care) in different countries. 
  • Ask students to research the impact of technology on different sociological issues. 
  • Ask students to create a Public Service Announcement about a sociological issue (e.g., recycling). 
  • Ask students to observe and write field notes about group behavior relative to a sociological issue (e.g., consumerism). 
  • Ask students to use analyze a sociological dataset to answer a sociological research question (e.g., what relationship exists between level of education and crime rates). 
  • Ask students to research and compare courtship practices in different countries.Ask students to critique magazine advertisements relative to gendered roles. 
  • Ask students to analyze how a sociological issue (e.g., same-sex marriage) is portrayed in television and movies. 
  • Ask students to conduct action research about a sociological issue (e.g., campus drinking). 
  • Ask students to investigate a career that builds on a sociology major.