Computational Literacies Lab

3: Computational literacies

Week 3 (September 11)

Assigned: A. Technobiography

Building on Week 2, Week 3 focuses on the recent turn toward computational literacies as a framework for thinking about how and why we might teach K-12 Computer Science (CS).

Video notes

  • Logistics
    • Discussion groups start this week
      • Discussion reports
      • Agenda
        • Meet each other
        • What is the difference between computational thinking and computational literacies?
        • Why might this difference matter to teachers? to students? to researchers?
      • Reading & Discussion norms
    • Technobiography assignment released
  • Background on NLS
    • Ethnographic basis (see week 1)
    • NLG
      • Decentering normative dominant literacies.
      • Two dimensions of multiliteracies: diverse tools, diverse populations.
      • Importance of design
    • What would a literacy-based understanding of CS look like?
      • Kafai & Proctor (2021).
        • Theory matters when talking about learning.
        • Cognitive, situated, critical CT: three different views of learning.
        • From CT to computational literacies.
      • Proctor & Rish (2024).
        • Context: Hype shifting from CS to AI.
        • Collegiality

Readings

Kafai, Y. B., & Proctor, C. (2021). A Revaluation of Computational Thinking in K-12 Education: Moving Towards Computational Literacies. Educational Researcher. https://doi.org/10.3102/0013189X211057904

Proctor, C., & Rish, R.M. (in press). The song need not remain the same: AI literacies in the lives of youth. In J.D. DeHart, S. Abas, D. Gibbons Pyles, & R.A. Mora (Eds.), Reimagining Literacy in the Age of AI: Theory and Practice. CRC Press.