Informatics in Education

Understanding about the objectives of ICT literacy and the ways in which it should be enhanced vary. A comprehensive theoretical framework for the analysis of notions of ICT literacy is presented. Current notions of ICT literacy in different segments of policymaking and implementation in Australia are analysed and compared. Two dimensions (intended and implemented) and three theoretical perspectives (ICT policy, literacy policy and teaching and learning) are covered in this analysis. Similarities and differences in the understanding of ICT literacy at the national and regional levels and in various segments of decision-making and implementation are revealed. The complexity of the ICT literacy phenomenon is described. It is shown that, at the intended level, the formation of the notion of ICT literacy is strongly influenced by thinking about ICT literacy in ICT and educational policies. At the implemented level, the notion of ICT literacy is strongly influenced by various local factors and even implementation routines.