The purpose of the International Computer and Information Literacy Study 2013 (ICILS 2013) is to investigate, in a range of countries, the ways in which young people are developing "computer and information literacy" (CIL) to support their capacity to participate in the digital age. To achieve this aim, the study will assess student achievement through an authentic computer-based assessment of CIL administered to students in their eighth year of schooling. It will also collect and report on analyses of data about student use of computers and other digital devices as well as students' attitudes toward the use of computers and other digital tools. This study is the first of its kind--in terms of emphasis on students' acquisition of CIL--in international comparative research. It is a response to the increasing use of information and communication technologies (ICT) in modern society and the need for citizens to develop relevant skills in order to participate effectively in the digital age. It also addresses the necessity for policymakers and education systems to have a better understanding of the contexts and outcomes of ICT-related education programs in their countries. The purpose of the ICILS framework is to articulate the basic structure of the study. It provides a description of the field and the constructs to be measured. It also outlines the design and content of the measurement instruments, sets down the rationale for those designs, and describes how measures generated by those instruments relate to the constructs. In addition, it hypothesizes relations between constructs so as to provide the foundation for some of the analyses that follow. Above all, the framework links ICILS to other work in the field. The contents of this assessment framework combine theory and practice in an explication of "both the 'what' and the 'how'" (Jago, 2009, p. 1) of ICILS. Research questions include: (1) How does student computer and information literacy vary within and between countries? (2) What aspects of schools and education systems are related to student achievement in computer and information literacy? (3) What aspects of students' personal and social backgrounds (such as gender, socioeconomic background, and language background) are related to computer and information literacy? (4) What can education systems and schools do to improve students' computer and information literacy? Appended are: (1) Organizations and individuals involved in ICILS; and (2) Hypothetical progress map for CIL. ["International Computer and Information Literacy Study: Assessment Framework " was also produced by the IEA Data Processing and Research Center, and the IEA Secretariat.]