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@article{Senkbeil.2019,
 abstract = {ICT Literacy legt eine performanzbasierte Erfassung mit simulierten und interaktiven Testaufgaben nahe. Der vorliegende Beitrag untersucht, ob mit Multiple-Choice (MC)-Aufgaben ein vergleichbares Konstrukt wie mit Simulationsaufgaben erfasst wird. Hierfür wurden die Testergebnisse zweier Instrumente aus aktuellen Large-Scale-Studien gegenübergestellt, die an N = 2 075 Jugendlichen erhoben wurden: der auf MC-Aufgaben basierende ICT Literacy-Test für Klasse 9 des Nationalen Bildungspanels (National Educational Panel Study, NEPS) und der simulationsbasierte Kompetenztest der internationalen Schulleistungsstudie ICILS 2013 (International Computer and Information Literacy Study). Die Analysen unterstützen die Gültigkeit der Konstruktinterpretation des MC-basierten Tests in NEPS. Im Sinne der konvergenten Evidenz korrelieren die MC-Aufgaben substanziell mit den computer- und simulationsbasierten Aufgaben in ICILS 2013 (.68 ≤ r ≤ .90). Weiterhin ergeben sich positive und für beide Tests vergleichbar hohe Korrelationen mit ICT-bezogenen Schülermerkmalen (z. B. Selbstwirksamkeit). Weiterführende Analysen zum Zusammenhang mit allgemeinen kognitiven Fähigkeiten zeigen zudem, dass ICT Literacy und kognitive Grundfähigkeiten distinkte Faktoren repräsentieren.},
 author = {Senkbeil, Martin and Ihme, Jan Marten},
 year = {2019},
 title = {{Diagnostik von ICT Literacy: Messen Multiple-Choice-Aufgaben und simulationsbasierte Aufgaben vergleichbare Konstrukte?}},
 pages = {1--11},
 issn = {0012-1924},
 journal = {{Diagnostica}},
 doi = {10.1026/0012-1924/a000243}
}


@misc{Gerick.2018,
 author = {Gerick, Julia and Vennemann, Mario and Eickelmann, Birgit and Bos, Wilfried and Jarsinski, S.},
 date = {2018},
 title = {{Anleitung zur Nutzung der Daten aus ICILS 2013}},
 url = {https://www.iqb.hu-berlin.de/fdz/studies/ICILS_2013/Nutzermanual_ICI.pdf}
}


@book{Gerick.2018b,
 author = {Gerick, Julia and Vennemann, Mario and Eickelmann, Birgit and Bos, Wilfried and Mews, Sina},
 year = {2018},
 title = {{ICILS 2013: Dokumentation der Erhebungsinstrumente der International Computer and Information Literacy Study}},
 price = {EUR 85.00 (DE)},
 address = {Münster and New York},
 publisher = {Waxmann},
 isbn = {3-8309-3939-6},
 institution = {{Waxmann Verlag}}
}


@article{Senkbeil.2018,
 author = {Senkbeil, Martin},
 year = {2018},
 title = {{Development and validation of the ICT motivation scale for young adolescents. Results of the international school assessment study ICILS 2013 in Germany}},
 pages = {167--176},
 volume = {67},
 issn = {10416080},
 journal = {{Learning and Individual Differences}},
 doi = {10.1016/j.lindif.2018.08.007}
}


@book{Eickelmann.2016,
 year = {2016},
 title = {{ICILS 2013: Vertiefende Analysen zu computer- und informationsbezogenen Kompetenzen von Jugendlichen}},
 price = {EUR 29.90 (DE), EUR 30.80 (AT)},
 address = {Münster and New York},
 publisher = {Waxmann},
 isbn = {978-3-8309-8441-2},
 editor = {Eickelmann, Birgit and Gerick, Julia and Drossel, Kerstin and Bos, Wilfried}
}


@book{Eickelmann.2015,
 author = {Eickelmann, Birgit and Bos, Wilfried and Vennemann, Mario},
 year = {2015},
 title = {{Total digital. Wie Jugendliche Kompetenzen im Umgang mit neuen Technologien erwerben: Dokumentation und Analysen des Vertiefungsmoduls zu ICILS 2013}},
 address = {Münster},
 publisher = {Waxmann}
}


@book{Fraillon.2015,
 author = {Fraillon, Julian and Ainley, John and Schulz, Wolfram and Friedman, Tim and Gebhardt, Eveline},
 year = {2015},
 title = {{ICILS 2013. Technical Report}},
 address = {Amsterdam},
 publisher = {{International Association for the Evaluation of Educational Achievement (IEA)}},
 isbn = {978-90-79549-30-6},
 doi = {10.15478/uuid:b9cdd888-6665-4e9f-a21e-61569845ed5b}
}


@book{Jung.2015,
 abstract = {The International Computer and Information Literacy Study (ICILS) 2013, conducted by the International Association for the Evaluation of Educational Achievement (IEA), studied how students in different countries develop the knowledge, understanding, attitudes, dispositions, and skills that comprise computer and information literacy (CIL). The aim of ICILS 2013 was to report on student preparation and achievement by way of an authentic computer-based assessment, the first of its kind in international comparative research. The ICILS 2013 international report sets out the core findings of the study. The report documents variations across the participating countries in a wide range of different CIL-related outcomes, actions, and dispositions. It also describes the extent to which these outcomes were associated with various characteristics of the participating countries as well as with student characteristics and school contexts. This User Guide describes the organization, content, and use of the international database from a practical perspective. This User Guide also includes the following appendices: (1) International version of the ICILS 2013 questionnaires; (2) National adaptations of international questionnaires; (3) Variables derived from the survey data; and (4) ICILS 2013 sampling stratification information. [The Guide was prepared with contributions from: Clara Beyer, Diego Cortes, Sabine Meinck, and Plamen Mirazchiyski.]  (ERIC).},
 year = {2015},
 title = {{International Computer and Information Literacy Study: ICILS 2013 User Guide for the International Database}},
 address = {Amsterdam},
 publisher = {{International Association for the Evaluation of Educational Achievement (IEA)}},
 isbn = {978-90-79549-29-0},
 editor = {Jung, Michael and Carstens, Ralph},
 doi = {10.15478/uuid:73a9f018-7b64-4299-affc-dc33fe57f3e1}
}


@book{Bos.2014,
 abstract = {Mit diesem Band werden die Ergebnisse der internationalen Schulleistungsstudie ICILS 2013 (International Computer and Information Literacy Study) vorgelegt. ICILS 2013 wurde weltweit in 20 Bildungssystemen durchgeführt und von der IEA (International Association for the Evaluation of Educational Achievement) koordiniert. Die Studie ICILS 2013 bildet einen Meilenstein in der empirischen Schul- und Bildungsforschung, da sie den höchst relevanten Bereich der computer- und informationsbezogenen Kompetenzen von Schülerinnen und Schülern aufgreift. Der Umgang mit neuen Technologien, vor allem zur Informationsgewinnung, gehört in diesem Zusammenhang zu den zentralen Kulturtechniken im 21. Jahrhundert.Damit ergänzt ICILS 2013 den Kanon der Schulleistungsstudien und trägt dem Wandel zur Informations- und Wissensgesellschaft Rechnung. Neben der wichtigen Frage, wie Schülerinnen und Schüler der Jahrgangsstufe 8 in Deutschland hinsichtlich ihrer computer- und informationsbezogenen Kompetenzen im internationalen Vergleich abschneiden, werden in diesem Buch detailliert schulische Rahmenbedingungen des Erwerbs dieser Kompetenzen aus verschiedenen Perspektiven (Schulleitung, Lehrpersonen, IT-Koordinatorin/-Koordinator) dargestellt, sowie Prozessfaktoren der schulischen Mediennutzung beleuchtet. Zudem werden die Kompetenzen der Schülerinnen und Schüler differenziert nach den in der aktuellen Bildungsdiskussion in Deutschland zentralen Merkmalen Geschlecht, soziale Herkunft und Migration betrachtet. Der Band wendet sich an eine breite Leserschaft, die an der Entwicklung von Schule und Unterricht sowie an der Weiterentwicklung des deutschen Bildungssystems interessiert ist

Mit diesem Band werden die Ergebnisse der internationalen Schulleistungsstudie International Computer and Information Literacy Study (ICILS 2013) vorgelegt. ICILS 2013 ergänzt den Kanon der Schulleistungsstudien und trägt dem Wandel zur Informations- und Wissensgesellschaft Rechnung. Neben der wichtigen Frage, wie Schülerinnen und Schüler der Jahrgangsstufe 8 in Deutschland hinsichtlich ihrer computer- und informationsbezogenen Kompetenzen im internationalen Vergleich abschneiden, werden in diesem Buch detailliert schulische Rahmenbedingungen des Erwerbs dieser Kompetenzen aus verschiedenen Perspektiven dargestellt sowie Prozessfaktoren der schulischen Mediennutzung beleuchtet},
 author = {Bos, Wilfried and Eickelmann, Birgit and Gerick, Julia and Goldhammer, Frank and Schaumburg, Heike and Schwippert, Knut and Senkbeil, Martin and Schulz-Zander, Renate and Wendt, Heike},
 year = {2014},
 title = {{ICILS 2013: Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich}},
 address = {Münster},
 publisher = {Waxmann},
 isbn = {978-3-8309-3131-7}
}


@book{EuropeanCommission.2014,
 abstract = {The 2013 European Commission Communication on Opening up Education underlined the importance of solid evidence to assess developments and take full advantage of the impact of technology on education, and called for sustained effort and international cooperation to improve our knowledge-base in this area. The International Computer and Information Literacy Study (ICILS) is an important new contribution to this knowledge base on digital competences and the integration of technology in teaching and learning. The study is carried out by the International Association for the Evaluation of Educational Achievement (IEA), and supported by the European Commission's Directorate-general for Education and Culture. ICILS is the first ever internationally comparable study assessing students' computer and information literacy. 60,000 eighth graders in more than 3,300 schools from 21 education systems, including 9 European Union countries, were surveyed and assessed. Key findings and implications for EU education policy include: (1) Many {\textquotedbl}digital natives{\textquotedbl} are not digitally competent--school has a key role to play; (2) There is a need to address gender gaps and assure a comprehensive approach to the development of digital competences in school; (3) The pedagogical use of ICT in schools remains constrained, and more emphasis should be given to ICT use that supports active teaching practices; (4) Targeted professional development is needed to equip teachers for effective pedagogical use of ICT; and (5) Collaborative school environments and channels for cooperation and exchange can act as multipliers for the innovative use of ICT in teaching and learning. Two annexes are included: (1) The concept of computer and information literacy as assessed in ICILS; and (2) Description of CIL achievement scale.  (ERIC).},
 year = {2014},
 title = {{The International Computer and Information Literacy Study (ICILS): Main Findings and Implications for Education Policies in Europe}},
 url = {http://ec.europa.eu/education/library/study/2014/ec-icils_en.pdf},
 publisher = {{European Commission}},
 institution = {{European Commission}}
}


@book{Fraillon.2014,
 abstract = {Ability to use information and communication technologies (ICT) is an imperative for effective participation in today’s digital age. Schools worldwide are responding to the need to provide young people with that ability. But how effective are they in this regard? The IEA International Computer and Information Literacy Study (ICILS) responded to this question by studying the extent to which young people have developed computer and information literacy (CIL), which is defined as the ability to use computers to investigate, create and communicate with others at home, school, the workplace and in society.The study was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and builds on a series of earlier IEA studies focusing on ICT in education.Data were gathered from almost 60,000 Grade 8 students in more than 3,300 schools from 21 education systems. This information was augmented by data from almost 35,000 teachers in those schools and by contextual data collected from school ICT-coordinators, school principals and the ICILS national research centers.The IEA ICILS team systematically investigated differences among the participating countries in students’ CIL outcomes, how participating countries were providing CIL-related education and how confident teachers were in using ICT in their pedagogical practice. The team also explored differences within and across countries with respect to relationships between CIL education outcomes and student characteristics and school contexts.In general, the study findings presented in this international report challenge the notion of young people as “digital natives” with a self-developed capacity to use digital technology. The large variations in CIL proficiency within and across the ICILS countries suggest it is naive to expect young people to develop CIL in the absence of coherent learning programs. Findings also indicate that system- and school-level planning needs to focus on increasing teacher expertise in using ICT for pedagogical purposes if such programs are to have the desired effect.The report furthermore presents an empirically derived scale and description of CIL learning that educational stakeholders can reference when deliberating about CIL education and use to monitor change in CIL over time},
 author = {Fraillon, Julian and Ainley, John and Schulz, Wolfram and Friedman, Tim and Gebhardt, Eveline},
 year = {2014},
 title = {{Preparing for Life in a Digital Age: The IEA International Computer and Information Literacy Study International Report}},
 url = {link.springer.com/book/10.1007/978-3-319-14222-7},
 keywords = {Education;Educational tests and measurements;Information technology;Informationskompetenz;Informationstechnik;Internationaler Vergleich;Neue Medien;Schule;Theory and practice of education},
 address = {s.l.},
 publisher = {Springer},
 isbn = {9783319142227},
 doi = {10.1007/978-3-319-14222-7}
}


@book{Fraillon.2013,
 abstract = {This publication describes the International Computer and Information Literacy Study (ICILS) assessment framework. ICILS investigates how students internationally are developing the set of knowledge, understanding, attitudes, dispositions and skills that comprise computer and information literacy (CIL). It reports on student achievement by way of an authentic computer-based assessment. This publication describes the background, constructs and design of the assessment. [Foreword, ed].},
 author = {Fraillon, Julian and Schulz, Wolfram and Ainley, John},
 year = {2013},
 title = {{International computer and information literacy study: Assessment framework}},
 keywords = {Academic achievement;Access to computers;Computer literacy;Cross cultural studies;Evaluation methods;Questionnaires;Skill audits;Skill development;Statistical analysis;Student assessment;Student attitudes;Student characteristics;Surveys;Test construction;Testing;Tests;Year 8},
 address = {Amsterdam},
 publisher = {{International Association for the Evaluation of Educational Achievement (IEA)}},
 isbn = {978-90-79549-23-8}
}