---
res:
bibo_abstract:
- "Abstract\r\nBackground\r\nThe
ongoing digitalization poses new challenges for schools concerning students’ digital
skills. In this context, the International Computer and Information Literacy Study
(IEA-ICILS 2018) has identified substantial social disparities concerning computer
and information literacy of grade 8 students. Furthermore, it has been observed
that many schools, especially those located in socioeconomically challenged areas,
are particularly engaged in supporting students’ digital literacy and innovatively
designing learning processes with information and communications technology (ICT).
Empirical studies have made it apparent that some schools have high average achievements
concerning domains such as reading literacy and mathematics in spite of socioeconomically
challenged student bodies. These schools are regarded as being organizationally
resilient. This contribution focusses on these organizationally resilient schools
with regard to the domain of computer and information literacy. It aims to investigate
how these schools can be classified as a typology according to selected school
and/or teacher characteristics.\r\n\r\nMethods\r\nAs
a first step, representative samples of IEA-ICILS 2018 are used to identify organizationally
resilient schools by using students’ achievement measures (plausible values) and
their background information regarding their families’ socio-economic status.
In order to develop a typology, latent profile analyses (LPA) are conducted by
using input and process indicators on the school level, which have been proven
to be relevant for implementation through existing empirical research.\r\n\r\nResults\r\nAbout
one twentieth of the schools examined in this contribution can be regarded as
organizationally resilient and can be allocated onto a typology of three school
types that are characterized by different school-level factors.\r\n\r\nConclusions\r\nThe
international comparison permits the conclusion that the phenomenon of organizational
resilience is also existent with regard to the content domain of computer and
information literacy. However, the proportion of resilient schools is subject
to considerable variation between countries.\r\n@eng"
bibo_authorlist:
- foaf_Person:
foaf_givenName: Kerstin
foaf_name: Drossel, Kerstin
foaf_surname: Drossel
foaf_workInfoHomepage: http://www.librecat.org/personId=48921
- foaf_Person:
foaf_givenName: Birgit
foaf_name: Eickelmann, Birgit
foaf_surname: Eickelmann
foaf_workInfoHomepage: http://www.librecat.org/personId=40387
- foaf_Person:
foaf_givenName: Mario
foaf_name: Vennemann, Mario
foaf_surname: Vennemann
bibo_doi: 10.1186/s40536-020-00087-w
bibo_volume: 8
dct_date: 2020^xs_gYear
dct_isPartOf:
- http://id.crossref.org/issn/2196-0739
dct_language: eng
dct_title: 'Schools overcoming the digital divide: in depth analyses towards organizational
resilience in the computer and information literacy domain@'
...