The Global Standard for Digital Literacy
Strength in Evolution
As technology changes, so do academic and workplace requirements. A relevant digital literacy framework must evolve too. The Global Digital Literacy Council (GDLC) has dedicated more than 20 years to the creation and maintenance of Global Standards in digital literacy, also known as “IC3”: Internet and Computing Core Certification standards.
Global Rigor
Organized in 2003, the Council periodically convenes to review, update, and ratify changes. The IC3 Global Standard is an iterative process. Every update requires approximately 9 months of research, with data collection from more than 400 subject matter experts across more than 75 countries. The final ratification is then debated and confirmed by the attending members of the Global Digital Literacy Council. This rigorous process ensures IC3 Global Standard is a current, relevant, and truly global digital literacy standard that can be delivered anywhere.
Unparalleled
Certification is an indispensable measure of accountability: tangible, quantifiable, and transmissible proof that citizens are prepared to succeed in a technology-based world. The IC3 Digital Literacy certification is unparalleled in quality and global relevance, the product of a well-documented scientific and psychometrically-validated process that can meet the requirements of school districts, secondary institutions, or nationwide education initiatives, regardless of where you live.
The IC3 Digital Literacy certification is the product of a well-documented developmental process that has been psychometrically validated.
GLOBAL DIGITAL LITERACY COUNCIL CHARTER
The purpose of the Global Digital Literacy Council is to define and serve as a credible and authoritative voice on driving the development of a global digital literacy standard. The council oversees and guides the development of globally recognized digital literacy standards and ensures that such standards are market-driven. The council continually maps Internet and computing technology skills and competency requirements to guarantee relevancy and accuracy for the IC3 certification program.
Specifically, the council will be responsible for ensuring that global digital literacy standards, delivery methodologies, and reporting systems, align with market (corporate, educational, workforce development/government, and individual) expectations of core computing competency.
Activities
A Flexible Solution: IC3 Digital Literacy in Action
Start Young: IC3 Digital Literacy Florida and Vietnam
IC3 Spark helps young students develop internationally recognized digital literacy skills
Level the Playing Field: Salve Regina University
IC3 Digital Literacy gives a foundation for secondary and post-secondary students to jump start their studies and set them up for success
Train and Fortify: Bridge the digital divide with IC3 Digital Literacy
IC3 Digital Literacy empowers adults with no computing background and brings them new career opportunities
COUNCIL OVERVIEW
The Global Digital Literacy Council represents an effort to organize a global delegation of key stakeholders–including but not limited to, corporate executives, government officials, academicians, and industry influencers–in the definition and positioning of digital literacy standards and validated delivery systems.
The council meets periodically to drive the development of Internet and Computing Core Certification Standards (IC3) and will undertake such initiatives as are deemed relevant and important to the definition and delivery of global digital literacy programs.
The meeting schedule is a function of the rolling Internet and Computing Core Certification exam development cycle and has been established to provide courseware developers sufficient time to produce learning materials that map to updated objective domains.
In the intervening months, the council will undertake initiatives such as a job task analysis, a peer review, relevant collateral and presentations, and the necessary requirements to document the global digital literacy standards, delivery mechanisms, and reporting systems.
DELEGATE REPRESENTATION & PARTICIPATION
The council members are carefully nominated to represent key stakeholders and industry representatives, including corporate executives, government officials, academicians and industry luminaries. The members are then carefully selected to ensure global representation with approximately 100 delegates.
Council members' participation provides great value to the council and the advocacy that their participation provides to their constituents.
Benefits
Certiport believes that each delegate will receive and provide the following benefits to the organizations they represent.
Computer Literacy Standard
Delegates will shape and define an emerging, vendor-independent, global standard for Internet and computer literacy.
Global Perspective
Delegates will share regional needs, insights, and trends from the regions they represent that will influence the content of the standard.
Professional Credential
Delegates will benefit professionally from the status and recognition that will accompany being a member of the global digital literacy council.
Market Insight/Perspective
Delegates will benefit from being exposed to the results of the market research as well as the collective expertise represented in other delegates and in the validation process.
Peer Association
Delegates will establish relationships, interact and network with influential leaders in the computing literacy market.
PAST COUNCIL
Certiport, as the host of the Global Digital Literacy Council, convenes a new council periodically as a means of keeping the standard fresh and relevant. Past council members have included professionals, academics, and subject matter experts from a wide variety of industries, academia, and the public sector.
Some past members of the council:
Claudia Limon, Concius, Mexico
Duong Duc Lan, General Department of Vocational Training, Viet Nam
Ekechukwu V. Onyemachi, National Universities Commission, Nigeria
Dr Isa Ali Ibrahim Pantami, Minister of Communications and Digital Economy, Nigeria
Babajide Sanwo-Olu, Governor Lagos State, Nigeria
Kashifu Inuwa Abdullahi, NITDA, Nigeria
Gideon Burton, Brigham Young University, USA
Hans Blankendaal, ECABO, Netherlands
Holly Kershaw, Fizzics Education, Australia
Jay Hargis, 24Seven, Inc., USA
John Kimotho, Kenya Institute of Curriculum Development, Kenya
Julie Coiro, University of Rhode Island, USA
Leslie Lott, University of Great Falls/ISTE, USA
Lucia Acurio, Grupo Edutec, Peru
Mark Braund, InterQuest Group, UK
Mike Christopher, Otoy/SkillsUSA, USA
Peter Jack, Consultant to Government, Nigeria
Qingmeng Cheng, Ministry of Education, China
Renee Hobbs, University of Rhode Island, USA
Stephanie Chan, Calgary Board of Education, Canada
Tetteh Nettey, Marshalls University, Ghana
Wail Omar, BNR Education, Iraq
Xiaozhou Yan, China Railway Publishing House, China
Yonty Friesem, University of Rhode Island, USA
Helen Barrett, ISTE, USA
Jeanann Boyce, ACE, USA
Bill Crumm, ACT, USA
John Ebersole, Boston University, USA
Shelly Funderburg, Manpower, USA
Hiroshi Kawai, Tokyo Metropolitan Commercial High School, Japan
Pete Saflund, NWCET, USA
Simon Banks & Mary Bennett, OCR, UK
Choon Heong Lim, NICC, Singapore
Jonathan Dalton, The Learning & Skills Council, UK
Astrid Flowers, eSkills, UK
Fiona Fanning, eSkills, Certiport, UK
Russell Klein, Utah State Office of Education, USA
Jonathan Haber, First Advantage, USA
Anuja Dharkar, Adobe, USA
Guizhi Ding, Tianjin Professional College, China
Richard Edwards, Edwards Training, USA
Michael Evans, itcert solutions, UK
Julia Fallon, Washington State Public Schools, USA
Anne Hamilton, Microsoft, USA
Professor Tan Haoqiang, Assoc. of Computer Fundamentals China on Higher Education, China
Dr. Don Knezekm, ISTE, USA
Ben Knight, City & Guilds, UK
Julian Luke, Independent Consultant, Australia
Marie Lee, Cengage, USA
Joyce Malyn-Smith, EDC, USA
Duke Mossman, Northeastern Utah Educational Services, USA
Takumi Nakano, Toyota National College of Technology, Japan
Claudia Toledo, TechnoSapiens, USA
Lynedon Van Ness, State of Hawaii, USA
Yves Punie, European Commission Joint Research Centre, Spain
Ghada Labib, Ministry of Communications and Information Technology, Egypt
Andrea Parola, European e-Skills Association, Belgium
Ulrike Domany-Funtan, Fit4Internet, Austria
Victor Negrescu, European Parliament, Belgium
Ilham Laaziz (Halima Ben), Ministère de l’Education Nationale, Morocco
Isabel Maldonado, Pearson Education, Bolivia
Maria Liliana Mor, Organization of American States, USA
Juan Pablo De la Guerra De Urioste, Ministry of Education, Peru
Eduardo Ramos, Instituto Infnet, Brazil
Paulette Delgado, Observatorio del Instituto para el Futuro de la Educación, Mexico
Juan Maria Segura, Circusedu, Argentina
Sumitra Nair, Malaysia Digital Economy Corporation, Malaysia
Ashok Pamidi, NASSCOM Foundation, Indonesia
Tim Kitchen, Adobe, Australia
Vikas Wadhwani, Facebook, USA
Karen Johnson-Maloney, Osceola School District, USA
Jay Hargis, Apple Bank, USA
Amy Brooks, Facebook, USA
Regina Brack, New Jersey Plainfield Public Library, USA
Dr. Jason ChiLung Li, National Taiwan University of Science and Technology, Taiwan
Henry Mack, Florida Department of Education, USA
Nithiwuch Siripariyaphong, Thailand Professional Qualification Institute, Thailand