The 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. As 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. About 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. The 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.

中文翻译：

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学校克服数字鸿沟：深入分析计算机和信息素养领域的组织弹性

持续的数字化给学校带来了有关学生数字技能的新挑战。在这种情况下，国际计算机和信息素养研究（IEA-ICILS 2018）确定了与8年级学生的计算机和信息素养相关的重大社会差距。此外，据观察，许多学校，特别是那些位于社会经济困难地区的学校，特别致力于支持学生的数字素养，并通过信息和通信技术（ICT）创新性设计学习过程。实证研究表明，尽管社会经济面临挑战，但一些学校在阅读素养和数学等领域的平均成绩很高。这些学校被认为具有组织弹性。这项贡献集中在计算机和信息素养领域的这些具有组织弹性的学校上。它旨在研究如何根据选定的学校和/或老师的特征将这些学校分类为类型学。第一步，使用IEA-ICILS 2018的代表性样本，通过使用学生的成绩衡量标准（合理值）及其有关家庭社会经济状况的背景信息，来确定具有组织弹性的学校。为了发展类型学，通过在学校一级使用输入和过程指标来进行潜在特征分析（LPA），这已通过现有的实证研究证明与实施相关。在这一贡献中，大约有二十分之一的学校被认为在组织上具有弹性，可以分配给三种类型的学校，这些类型的特点是不同的学校水平因素。国际比较可以得出这样的结论，即在计算机和信息素养的内容领域中也存在组织弹性的现象。但是，弹性学校的比例在各国之间有很大的差异。