Abstract :
In this article a social constructionist approach to
information technology (IT) literacy is introduced. This
approach contributes to the literature on IT literacy by
introducing the concept of IT self as a description of the
momentary, context-dependent, and multilayered nature
of interpretations of IT competencies. In the research literature,
IT literacy is often defined as sets of basic skills
to be learned, and competencies to be demonstrated. In
line with this approach, research on IT competencies
conventionally develops models for explaining user
acceptance, and for measuring computer-related attitudes
and skills. The assumption is that computerrelated
attitudes and self-efficacy impact IT adoption and
success in computer use. Computer self-efficacy measures
are, however, often based on self-assessments
that measure interpretations of skills rather than performance
in practice. An analysis of empirical interview
data in which academic researchers discuss their relationships
with computers and IT competence shows
how a self-assessment such as “computer anxiety” presented
in one discussion context can in another discussion
context be consigned to the past in favor of a different
and more positive version. Here it is argued that
descriptions of IT competencies and computer-related
attitudes are dialogic social constructs and closely tied
with more general implicit understandings of the nature
of technical artifacts and technical knowledge. These
implicit theories and assumptions are rarely taken under
scrutiny in discussions of IT literacy yet they have profound
implications for the aims and methods in teaching
computer skills.
