The author argues that the rapid growth of information and communication technologies and an increasingly complex global environment have brought about the need for information and communication technology (ICT) literacy, the ability to use information technology effectively and evaluate its role in society critically. She presents a strategy for increasing ICT literacy at the undergraduate collegiate level and discusses the results of employing this technique for six semesters in a technical, elective course in the School of Communications at the University of Hawaii at Manoa. Comparison of students' baseline and end-of-semester written assignments demonstrated an increased ability to consider multiple perspectives, gather and provide supporting evidence for assessments, and evaluate complex real-life situations involving ICT. The author presents this strategy as a useful example that might be adopted or modified for use in a variety of college-level courses. (Contains 5 tables and 2 figures.)