Lesley S. J. Farmer



Optimizing MERLOT for Optimal ICT Literacy in Engineering Education

pdf PDF


In order to be prepared for the workplace and lifelong self-development, today’s students need to be able to access, evaluate, use, manage, and communicate information in many formats effectively and responsibility; they need to be information literate. While technology has become more prevalent, its effective use, particularly in academic and workplace settings, is vastly uneven. Formal instruction by knowledgeable instructors is required. However, those instructors themselves need to be ICT literate in order to select appropriate resources to expand physical and intellectual access to information. This paper discusses ICT literacy as it applies to engineering education, and suggests ways to incorporate ICT literacy into the curriculum, focusing on resources provided in MERLOT.


ICT literacy, MERLOT, OER, instructional design, information literacy, digital literacy


[1] United States Department of Labor, Secretary’s Commission on Achieving Necessary Skills (SCANS), Government Printing Office, 1991.

[2] Burrus, J. et al., Identifying the Most Important 21st Century Workforce Competencies, Educational Testing Service, 2013.

[3] UNESCO, Information and Knowledge for All: An Expanded Vision and a Renewed Commitment, UNESCO, 2013, p. 3.

[4] United Nations. 2030 Agenda for Sustainable Development. United Nations, 2015.

[5] Association of College & Research Libraries, Framework for Information Literacy for Higher Education, American Library Association, 2015, p. 1.

[6] ICT Literacy Panel, Digital Transformation: A Framework for ICT Literacy, Educational Testing Service, 2007.

[7] Partnership for 21st Century Learning, P21 Framework Definitions, Partnership for 21st Century Learning, 2015.

[8] Educational Testing Service, Succeeding in the 21st Century, Educational Testing Service, 2003, p. 11.

[9] UNESCO, UNESCO ICT Competency Framework for Teachers, UNESCO, 2011.

[10] Association of College and Research Libraries, Framework for Information Literacy for Higher Education, American Library Association, 2015.

[11] International Federation of Library Associations and Institutions. IFLA Media and Information Literacy Recommendations. IFLA, 2011.

[12] International Society for Technology in Education, ISTE Standards for Teachers, International Society for Technology in Education, 2017.

[13] ABET, Accreditation policy and procedure manual (APPM), 2016 – 2017, ABET, 2016.

[14] Pinto, M, Assessing Disciplinary Differences in Faculty Perceptions of Information Literacy Competencies, Aslib Journal of Information Management, Vol.68, No.2, 2016, pp. 227-247.

[15] Shamir-Inbal T., & Blau I., Digital Literacy Skills and the Challenge of Collaborative Culture in Higher Education: From Individual Psychological Ownership to Co-Ownership, in Proceedings of the 8th Annual International Conference on Education and New Learning Technologies-EDULEARN2016, 2016.

[16] Rena-Shaff, J., & Gilewski, A., Teaching with Affordable Technology to Increase Student Learning, Essays from Excellence in Teaching, Vol.13, 2014, pp. 23-69.

[17] Sparks, J., Katz, I., & Beile, P., Assessing Digital Information Literacy in Higher Education: A Review of Existing Frameworks and Assessments With Recommendations for Next‐Generation Assessment , ETS Research Report Series 2016, No.2, 2016, pp. 1-33.

Cite this paper

Lesley S. J. Farmer. (2017) Optimizing MERLOT for Optimal ICT Literacy in Engineering Education. International Journal of Education and Learning Systems, 2, 12-17


Copyright © 2017 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0