ICT Literacy in Information Technology

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


 Key terms: Computer Science, Information Technology Information Systems, Information Management, Knowledge Management, Databases, Data Management, Informatics, Systems Analysis, Enterprise Systems, Information Architecture, (Electrical) Engineering, Technology, Programming, Coding, specific topics within business and computer science 

  • Business/ Information Systems 
  • Science and Technology/ Computer Science 
  • Science and Technology/ Engineering / Computer Engineering 
  • Science and Technology/ Information Technology 
  • Academic Support Services/ Accessibility Academic Support Services/ ICT literacy 
  • Academic Support Services/Library and Information Services   



  • Clement, R., Blau, A., Abbaspour, P., & Gandour-Rood, E. (2017). Team-based data management instruction at small liberal arts colleges. IFLA Journal, 43(1), 105–118. 
  • 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. 
  • Li, Q., Cheng, W., Shi, L., & Pan, Z. (2011). Discussing the reform of programming courses through the practice of “Data Structures”," in International Conference on Consumer Electronics, Communications and Networks (pp. 3098-3101), April 16-18. doi: 10.1109/CECNET.2011.5769509 
  • Library and IT curriculum integration Part I. The case for a designed curriculum. Technical Services Quarterly, 31(2), 161–172.
  • Miller, K. (2018). Knowledge management in higher education online learning environments (Doctoral dissertation, University of Maryland University College).
  • Mitchell, E. (2014). Trending tech services: Library and IT curriculum integration, Part II: Supporting learning through virtual computing. Technical Services Quarterly, 31(3), 248–263.
  • Mortimore, J. M., & Baker, R. L. (2019). Supporting Student-Led Content Creation in the Distance Learning Environment with LibGuides CMS. Journal of Library & Information Services in Distance Learning, 13(1/2), 88–103. 
  • Phillips, M., & Huber, S. (2017). Science and Technology Resources on the Internet: Standards Resources for Engineering and Technology. Issues in Science and Technology Librarianship, (87). 
  • Somerville, M. M., Chaudhary, N., Mirijamdotter, A., & Sayyad-Abdi, E. (2019). Informed systems: “Designing together” for “learning together.” Journal of Library Administration, 59(1), 1–17.   
  • Topi, H. (2019). Reflections on the current state and future of information systems education. Journal of Information Systems Education, 30(1), 1–9.


  • Ask students to locate and summarize legislation and regulations that impact information technology (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 an information system is, and make suggestions for improvements. 
  • Ask students to research ethical issues relative to information technology. 
  • Ask students to create an infographic to help communicate an information technology issue. 
  • Ask students to create a timeline of information technology advances. 
  • Ask students to flowchart an information technology design process. 
  • Ask students to locate articles on an information technology 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 an information technology 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 information technology specialists to ascertain their use of ICT literacy. 
  • Ask students to interview information technology professionals who work with experts in another domain (e.g., business, public administrators, librarians) to ascertain what skills are needed for effective cooperation. 
  • Ask students to locate and analyze depictions of information technology on film and TV (see  or other lists) in terms of their veracity. 
  • Ask students to compare advertisements for two competing information technology 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., Cambridge Analytica) relative to information technology. 
  • Ask students to find a breaking information technology 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.