The computer and information literacy (CIL) and computational thinking (CT) constructs are based on two structural elements:

• Strands – the overarching conceptual categories used to frame the skills and knowledge addressed by the instruments.
• Aspects – the specific content categories within a single strand.

CIL framework

Strand 1: Understanding computer use

• Refers to the fundamental technical knowledge required for the operational use of computers as tools for dealing with information.
• Has two aspects:
  • Foundations of computer use
  • Computer use conventions

Strand 2: Gathering information

• Focuses on receptive and organizational elements of information processing and management.
• Has two aspects:
  • Accessing and evaluating information
  • Managing information

Strand 3: Producing information

• Focuses on using computers as productive tools for thinking and creating.
• Has two aspects:
  • Transforming information
  • Creating information 

Strand 4: Digital communication

• Focuses on competencies related to social networking and social, legal and ethical responsibilities associated with information sharing.  
• Has two aspects:
  • Sharing information
  • Using information safely and securely

CT framework

Strand 1: Conceptualizing problems

• Refers to the idea that before developing solutions, problems must be understood and framed in a way that allows algorithmic or systems thinking to assist in the process of developing solutions.
• Has three aspects:
  • Knowing and understanding digital systems
  • Formulating and analyzing problems
  • Collecting and representing relevant data

Strand 2: Operationalizing solutions 

• Is associated with creating, implementing, and evaluating computer-based system responses to real-world problems.
• Has two aspects:
  • Planning and evaluating solutions
  • Developing algorithms, programs, and interfaces

The contextual or background framework

• The individual:
  • Characteristics of the learner
  • Processes of learning
  • Learner’s level of CIL/CT
• Home environment relates to a student’s background characteristics, especially in terms of the learning processes associated with:
  • Family
  • Home
  • Other immediate out-of-school contexts
• Schools and classrooms encompass all school-related factors (at both classroom and school level).
• Wider community:
  • Local community contexts (e.g., remoteness, Internet access etc.)
  • Characteristics of the education system and country
  • Global context