Computational Participation Understanding Coding as an Extension of Literacy Instruction

被引：33

作者：

Burke, Quinn ^{[1
]}

O'Byrne, W. Ian ^{[2
]}

Kafai, Yasmin B. ^{[3
]}

机构：

[1] Coll Charleston, Educ Technol, Charleston, SC 29424 USA

[2] Coll Charleston, Literacy Educ, Charleston, SC 29424 USA

[3] Univ Penn, Grad Sch Educ, Learning Sci, Philadelphia, PA 19104 USA

来源：

JOURNAL OF ADOLESCENT & ADULT LITERACY | 2016年 / 59卷 / 04期

关键词：

2-Childhood; 3-Early adolescence; 4-Adolescence; 5-College/university students; 6-Adult; 7-Special needs; Decoding; Digital/media literacies; Information literacy; Information processing; Metacognitive strategies; New literacies; Questioning; Writing; Writing process;

D O I：

10.1002/jaal.496

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Understanding the computational concepts on which countless digital applications run offers learners the opportunity to no longer simply read such media but also become more discerning end users and potentially innovative "writers" of new media themselves. To think computationally - to solve problems, to design systems, and to process and organize information drawing on concepts fundamental to computer science - is seen as a crucial problem-solving skill in the new millennium. It is not a matter of turning all adolescents into computer scientists but rather leveraging coding as a means to get youths more engaged in the workings of the Web-based media that surround them. © 2016 International Literacy Association.

引用

页码：371 / 375

页数：5

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