Critical Computing Literacy: Possibilities in K-12 Computer Science Education

Autor/inn/en	Scharber, Cassandra; Peterson, Lana; Chang, Yu-Hui; Barksdale, Sarah; Sivaraj, Ramya
Titel	Critical Computing Literacy: Possibilities in K-12 Computer Science Education
Quelle	In: Pedagogies: An International Journal, 16 (2021) 2, S.136-151 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2021.1914055
Schlagwörter	Critical Theory; Computer Science Education; Elementary Secondary Education; After School Programs; Programming; Robotics; Middle School Students; Early Adolescents; Females; Student Participation; Student Attitudes; Learner Engagement; Equal Education; Program Effectiveness; Multiple Literacies; Thinking Skills; Minnesota (Minneapolis); Minnesota (Saint Paul) + Suchen Sie Ihr Suchwort? Kritische Theorie; Computer science lessons; Informatikunterricht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Programmierung; Robotertechnik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Weibliches Geschlecht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Denkfähigkeit
Abstract	We recommend the conceptualization of computing as a critical literacy, and ground this conceptualization in considerations of historical and current realities in computing. The frameworks of connected learning and computational participation are recommended as guides for "doing" critical computing literacy. We present the findings from an interpretive case study of the "SciGirls" Code (SGC) program. This program was piloted with 16 after-school programs for middle school girls that engaged them in computer science (NSF #1543209). This research investigated girls' learning, attitudes, and participation involving 84 participants across 11 sites aged 10-14 and in 5th-8th grades. Through sharing a vignette from one site and highlighting findings from this study, we illustrate ways to "do" critical computing literacy and examine the potential of using connected learning and computational participation in designing more equitable computer science education offerings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01