Computational Literacies Lab

We open the course with an overview of the major themes of the course. In small discussion groups, we connect these themes to our own past experience and to our existing priorities as educators. We examine several case studies of how computers currently shape learning and schooling. This provides the occasion for introducing the reading journal and technobiography assignments. We will conclude by reflecting on how our discussion of computers and schooling challenges our assumptions (e.g. where is a school? what are its boundaries?) and surfaces essential questions about education.

Preparing for class

  1. Read over the [syllabus]({{< ref "../../syllabus.md" >}}). We'll go through it in class.
  2. Compete the assigned reading. This week's reading is a book, which is a lot but also not uncommon for a graduate course. Do you need to read every page? No. You should come to class ready to discuss the book's argument, and ready to present on one specific case study which you found interesting. In order to accomplish this most economically, I suggest reading the introduction (pp. 1-28) and the conclusion (pp. 339-353), and then skimming the beginning and end of each chapter to get a sense of what it's about. You'll want to be familiar with the concepts laid out in Chapter 1, Media Ecologies (pp. 29-78). Then focus on one particular chapter which feels interesting or relevant to your research and select a case study to share.
  3. We will each introduce ourselves in class. There will be some time to prepare, but you may want to think about what you'll say.

Agenda

ActActivities
IIntroductions, goal-setting
IICS learning case studies; discuss reading; conceptual overview
IIICourse logistics

Week 1 Slides

Critical Computational Literacies

Dr. Chris Proctor

LAI 686, Spring 2022

Week 1: February 1, 2022

Notes: I should introduce myself

Announcements

  • We'll keep meeting online

Act I

Introductions, goal-setting

Act II

Discuss reading; conceptual overview of the course

Act III

Course logistics

Act I

4:10-4:55pm

Introductions

Who are you?

I view identity as authored in context: we are who we decide to be in a particular situation, to the extent we can pull it off. Who are you showing up here as?

What brings you here?

What do you hope to learn in this course? What is your research about? How do you hope this course advances your work as a scholar and/or educator?

Act II

5:05-5:50pm

Hanging out, messing around, geeking out

Big ideas

  • Digital ethnography
  • Media ecology
  • Genre of participation
  • Networked publics
  • New media literacies
  • Learning

Case studies

Is this still relevant?

What work needs to be done now?

Act III

6:00-6:45pm

Course logistics

  • Syllabus
  • Major assignments
  • Questions?

Notes:

  • Come to class every week with an argument, with something to say.

Next Week: Computational thinking

We will read Grover & Pea (2013), which summarizes the state CS (as of 2013), as well as Denning (2017), who identifies remaining "trouble spots" with computational thinking.