Cross-National Differences in Computer and Information Literacy: Roles of National Contexts

• In Event: Moscone Center North Roundtable Session 1
  In Roundtable Session: What Is in the Literature

Abstract

This study examined individual-, school-, and country-level factors associated with students’ computer and informational literacy (CIL), using data from the 2003 International Computer and Information Literacy Study. Results showed that about 28% and 23% of total variance in CIL could be attributed to country- and school-levels, respectively. Parental education, home resources, gender, age, information and communication technologies (ICT) self-efficacy, interest and enjoyment in using ICT, and learning of ICT tasks at school, and school location were important predictors of students’ CIL. Importantly, a country’s economic development significantly predicted its students’ CIL, beyond and above for individual- and school-level variables. A country’s ICT development also significantly predicted its students’ CIL. Together, findings highlight the importance of national contexts in students’ CIL.

Authors

• Jongwon Jung, University of Ulsan

• Soo-yong Byun, The Pennsylvania State University - University Park

• Wonsug Shin, Incheon National University

• Insook Han, Temple University