Framing Computational Thinking for Computational Literacies in K-12 Education

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dc.contributor.authorKafai, Yasmin B.
dc.contributor.authorProctor, Chris
dc.contributor.authorLui, Debora A.
dc.date.accessioned2023-08-29T12:09:31Z
dc.date.available2023-08-29T12:09:31Z
dc.date.issued2019
dc.description.abstractThe last decade has seen an increased interest in promoting computing education for all, focused on the idea of “computational thinking.” Currently, three framings for promoting computational thinking in K-12 education have been proposed, emphasizing either (1) skill and competency building, (2) creative expression and participation, or (3) social justice and reflection. While each of these emphases is valuable and needed, their narrow focus can obscure important issues and miss critical transformational opportunities for empowering students as competent, creative, and critical agents. We argue that these computational framings should be seen as literacies, thereby historicizing and situating computer science with respect to broader educational concerns and providing new directions for how schools can help students to actively participate in designing their digital futures.en
dc.description.sponsorshipThis work has been funded by the Federal Ministry of Education and Research of Germany (BMBF) (grant no.: 16DII111, 16DII112, 16DII113, 16DII114, 16DII115, 16DII116, 16DII117 – „Deutsches Internet-Institut“)
dc.identifier.citationKafai, Y. B., Proctor, C., & Lui, D. A. (2019). Framing Computational Thinking for Computational Literacies in K-12 Education. Proceedings of the Weizenbaum Conference 2019: Challenges of Digital Inequality, 131–136. https://doi.org/10.34669/WI.CP/2.21
dc.identifier.doihttps://doi.org/10.34669/wi.cp/2.21
dc.identifier.eissn2510-7666
dc.identifier.urihttps://www.weizenbaum-library.de/handle/id/109
dc.language.isoeng
dc.publisherWeizenbaum Institute
dc.relation.ispartofhttps://doi.org/10.34669/WI.CP/2.32
dc.relation.ispartofseriesWeizenbaum Conference Proceedings
dc.rightsopen access
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectNews media, journalism, publishingen
dc.subjectTechnology (Applied sciences)en
dc.subjectMedia Pedagogicsen
dc.subjectTechnology Assessmenten
dc.subjectcomputeren
dc.subjectcomputer scienceen
dc.subjectprogrammingen
dc.subjectschoolen
dc.subjectmedia skillsen
dc.subjectPublizistische Medien, Journalismus,Verlagswesende
dc.subjectTechnik, Technologiede
dc.subjectcomputational thinkingde
dc.subjectliteracyde
dc.subjectcritical pedagogyde
dc.subjectMedienpädagogikde
dc.subjectTechnikfolgenabschätzungde
dc.subjectComputerde
dc.subjectInformatikde
dc.subjectProgrammierungde
dc.subjectSchulede
dc.subjectMedienkompetenzde
dc.subject.ddc070 Publizistische Medien, Journalismus & Verlagswesen
dc.subject.ddc600 Technik
dc.subject.ddc300 Sozialwissenschaften
dc.titleFraming Computational Thinking for Computational Literacies in K-12 Education
dc.typeConferencePaper
dc.type.statuspublishedVersion
dcmi.typeText
dcterms.bibliographicCitation.booktitleProceedings of the Weizenbaum Conference 2019
dcterms.bibliographicCitation.originalpublisherplaceBerlin
dcterms.bibliographicCitation.pageend136
dcterms.bibliographicCitation.pagestart131
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Proceedings of the Weizenbaum Conference 2019: Challenges of Digital Inequality