Computer literacy

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For the Silicon Valley retailer, see Computer Literacy Bookstore.
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The term computer literacy is usually attributed to Arthur Luehrmann. At an April 1972 American Federation of Information Processing Societies (AFIPS) conference, Luehrmann gave a talk titled "Should the computer teach the student, or vice-versa." This talk was later published in Robert Taylor's 1980 book, The Computer in the School: Tutor, Tool, Tutee (Teachers College Press). The paper is available online.

As pointed out in Moursund (1983), the term computer literacy is used in the April 1972 document: Conference Board of the Mathematical Sciences Committee on Computer Education "Recommendations Regarding Computers in High School Education," Quoting from April 1972 committee report:

We recommend the preparation of a junior high school course in "computer literacy" designed to provide students with enough information about the nature of a computer so they can understand the roles which computers play in our society.

The focus of the committee report was on computers in math education. Luehrmann provided a much broader point of view.

In his 1972 paper, Luehrmann used the term computing literacy rather than computer literacy. Evidently readers of his paper and other people people began using the term computer literacy rather than computing literacy. In 1981, the company he helped to found was named Computer Literacy Press.

Here is a quote from the 1972 paper. It provides Luehrmann's 1972 insights into what he means by computing literacy:

If the computer is so powerful a resource that it can be programmed to simulate the instructional process, shouldn’t we be teaching our students mastery of this powerful intellectual tool? Is it enough that a student be the subject of computer administered instruction—the enduser of a new technology? Or should his education also include learning to use the computer (1) to get information in the social sciences from a large database inquiry system, or (2) to simulate an ecological system, or (3) to solve problems by using algorithms, or (4) to acquire laboratory data and analyze it, or (5) to represent textual information for editing and analysis, or (6) to represent musical information for analysis, or (7) to create and process graphical information? These uses of computers in education cause students to become masters of computing, not merely its subjects.

Luehrman's more recent insights are available in a 2002 article, "Should the computer teach the student... — 30 years later." In this article, he laments that the world's educational systems have not made much progress in integrating computer literacy instruction throughput the everyday curriculum. Quoting from the 2002 article:

And how have things turned out? That's easy. Out of Taylor's trichotomy, [Tutor, Tool, Tutee] teaching tool use is just about the only impact that computers have had on schools. Walk into any middle or high school and ask to see the computers. Most will be found clustered in a computer lab, not in the classrooms. Go to the lab and ask a student what he or she is doing. The most likely answer is, "I'm working on a word processing (or spreadsheet, or database, or graphics) assignment for my computer applications class." They're learning computer tools, in short, even though they rarely use them outside the applications class.

Computer literacy is the knowledge and ability to use computers and technology efficiently. Computer literacy can also refer to the comfort level someone has with using computer programs and other applications that are associated with computers. Another valuable component of computer literacy is knowing how computers work and operate. As of 2005, having basic computer skills is a significant asset in the developed countries.

The precise definition of "computer literacy" can vary from group to group. Generally, literate (in the realm of books) connotes one who can read any arbitrary book in their native language[s], looking up new words as they are exposed to them. Likewise, an experienced computer professional may consider the ability to self-teach (i.e. to learn arbitrary new programs or tasks as they are encountered) to be central to computer literacy. In common discourse, however, "computer literate" often connotes little more than the ability to use several very specific applications (usually Microsoft Word, Microsoft Internet Explorer, and Microsoft Outlook) for certain very well-defined simple tasks, largely by rote. (This is analogous to a child claiming that they "can read" because they have rote-memorized several small children's books. Real problems can arise when such a "computer literate" person encounters a new program for the first time, and large degrees of "hand-holding" will likely be required.) Being "literate" and "functional" are generally taken to mean the same thing.

Contents

[edit] Background

The pervasiveness of computers continues to grow at an outstanding rate. Computers always change; they become smaller, faster and more powerful. These changes have motivated the modern society to become comfortable with basic computer-related skills.

[edit] Social implications

The level of computer literacy one must achieve to gain an advantage over others depends both on the society one is in and one's place in the social hierarchy. Prior to the development of the first computers in the 1950s, the word computer referred to a person who could count, calculate, compute. The fear of some educators today is that computer training in schools will serve only to train data-entry clerks of the next generation, low level workers of the knowledge economy. On the other hand, some hope that enhanced computer literacy will enable a new generation of cultural producers to make meanings and circulate those in the public sphere. The wildfire of cultural production associated with sites such as Youtube seems to support this notion.

Different countries have different needs for computer literate people due to their society standards and level of technology. The world's digital divide is now an uneven one with knowledge nodes such as India disrupting old North/South dichotomies of knowledge and power.

[edit] Computer literacy in the first world

Computer literacy is considered to be a very important skill to possess while in the first world. Employers want their workers to have basic computer skills because their company becomes ever more dependent on computers. Many companies try to use computers to help run their company faster and cheaper.

Computers are just as common as pen and paper for writing, especially among youth. For many applications - especially communicating - computers are preferred over pen, paper, and typewriters because of their ability to duplicate and retain information and ease of editing.

As personal computers become common-place and they become more powerful, the concept of computer literacy is moving beyond basic functionality to more powerful applications under the heading of multimedia literacy.

Of course, arguments about computers being common-place in the first world assume that everyone in the first world has equal access to the latest forms of technology. However, there is a pronounced digital divide that separates both physical access to technology and the ability to use that technology effectively.

[edit] Computer education

Where computers are widespread, they are also a part of education. Computers are used in schools for many applications such as writing papers or searching the Internet for information. Computer skills are also a subject being specifically taught in many schools, especially from adolescence onward - when the ability to make abstractions forms.

One problematic element of many (though not all) "computer literacy" or computer education programs is that they may resort too heavily on rote memorization. Students may be taught, for example, how to perform several common functions (e.g.: Open a file, Save a file, Quit the program) in very specific ways, using one specific version of one specific program. When a graduate of such a program encounters a competing program, or even a different version of the same program, they may be confused or even frightened by the differences from what they learned. This is one reason why major computer and software firms such as Apple Computer and Microsoft consider the educational market important: The often time-limited computer education provided in schools most often lends itself to rote memorization, creating a sort of vendor lock-in effect whereby graduates are afraid to switch to competing computer systems.

Graduates of computer education programs based around rote memorization may be heard asking things such as "just tell me where to click", and may need to rely upon paper notes for some computing tasks. (Example: A note on the monitor reading "Hit 'enter' after power up.") Many such users may need tremendous amounts of "hand-holding" even after years or decades of daily computer use. (This can be especially frustrating for experienced computer users, who are accustomed to figuring out computers largely on their own.) The primary factor preventing such functionally computer illiterate users from self-educating may simply be fear (of losing data through doing the "wrong thing") or lack of motivation; in any case, more technically oriented friends and relatives often find themselves pressed into service as "free tech support" for such users.

In addition to classes, there are many How-to books that cover various aspects of computer training, such as the popular 'For Dummies' series. There are also many websites that devote themselves to this task, such as The Hitchhiker's Guide to the Internet. Such tutorials often aim at gradually boosting readers' confidence, while teaching them how to troubleshoot computers, fix security issues, set up networks, and use software.

[edit] Aspects of computer literacy

Aspects of computer literacy include:

  • what is a computer
  • what are its limitations
  • what is a program (not necessarily how to program)
  • what is an algorithm
  • what is computable
  • what a computer cannot do
  • why computers cannot produce random numbers
  • some seemingly simple problems are not
  • concurrency and issues with shared data
  • Reduce computer literacy needs with Desktop Search
  • all computers have the same computing ability with differences in memory capacity and speed
  • performance depends on more than CPU clock speed
  • understanding the concept of stored data
  • what are the real causes of "computer errors"
  • the implications of incorrect (buggy) programs
  • the implications of using a program incorrectly (garbage in, garbage out)
  • issues rising from distributed computing
  • computer security
  • social implications/aspects of computing
  • keyboarding, mousing (using input devices)
  • plugging in and turning the computer on
  • using/understanding user-interface elements (e.g., windows, menus, icons, buttons, etc.)
  • Composing, editing and printing documents
  • the ability to communicate with others using computers through electronic mail (email) or instant messaging services
  • managing and editing pictures (from cell phones, digital cameras or even scans)
  • Opening files and recognizing different file types
  • Multimedia literacy, including, but not limited to:
  • making movies
  • making sound files
  • interactivity
  • creating web pages

A higher order of computer literacy involves a user being able to adapt and learn new procedures through various means while using a computer.

[edit] Copyright and Fair Use Laws

Copyright and fairuse laws constitute a mammoth part of computer literacies.

It might be considered that the understanding of copyright and fair use is part of computer literacy. That is, a web author might be deprived of agency by not having knowledge of basic copyright and basic fair use. In the US, in order for an item to be copyrighted, it has to be original and fixed. If that is true, then copyright protection is automatic. Therefore, much of the content on the web is copyright protected.

Knowledge of fair use then becomes a crucial part of computer literacy, as to use under fair use is to use without copyright infringement. Fair use in the US is defined in section 107 of Title 17 of the copyright act. Four factors are relevant: basically, the purpose of the use, the amount used, the nature of the copyrighted work, and the impact of the use on the potential market of the copyright holder.

Therefore, in order to compose in digital networks, and in a fashion that is literate, one needs basic understanding of copyright and fair use.

[edit] Future

The ever-growing processing power of modern computers is used to present the user with an interface that requires minimal computer skills to operate. Modern software often utilizes buttons, icons and elaborate pictographic interfaces to try to achieve a high level of usability. Most of the time people use computers, they do not realize that they are doing so. (Examples: ATMs, car navigation systems, mobile phones, microwave ovens...)

One of the major goals in computer engineering is the construction of a natural language interface, possibly with speech recognition, body language recognition and automatic visualisation. This would eliminate the need for computer literacy in everyday work and life in areas where such machines are available. An example of a futuristic Natural Language Interface can be found throughout the Star Trek series, where characters simply tell the computer what they want using ordinary English.

[edit] See also

[edit] External links

Retrieved from "http://en.wikipedia.org/wiki/Computer_literacy"
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