Computer Literacy
COMPUTER LITERACY: TODAY AND TOMORROW*
Mark Hoffman, Jonathan Blake
Department of Computer Science and Interactive Digital Design
CL-AC1, Quinnipiac University
275 Mt. Carmel Avenue
Hamden, CT 06518
Mark.Hoffman@quinnipiac.edu; Jonathan.Blake@quinnipiac.edu
ABSTRACT
Computing and technology departments often offer service courses in Computer
Literacythat provide the entire academic communitywiththe opportunityto develop skills in the use of computers. These courses have been around for many years, but all too often they have not been updated to reflect new skills and knowledge that students are now bringing with them. In this paper we chronicle the history of teaching Computer Literacy, and discuss its relationship with the broad topic of
Information Literacy. We include the descriptionof a course on the Internet taught at Quinnipiac Universitythat serves as a model for an updated Technology Literacy course incorporating both Computer Literacy and Information Literacy.
INTRODUCTION
As technology educators, we are constantly amazed at the rapidly evolving knowledge base that our students arrive with. Gone are the days where we are forced to concentrate our efforts on basic computer technology. The number of computers in dormrooms across campus is rapidly approaching the number of students in those rooms, and will likely soon eclipse it!
What then do we teach students in Computer Literacy courses? The traditional approach, covering the same litany of office applications might not provide our students with what they need. We are concerned that we are simply covering material that our students have already mastered.
Copyright © 2003 by the Consortium for Computing in Small Colleges. Permission to copy without fee all or part of this material is granted provided that the copies are not made or distributed for direct commercial advantage, the CCSC copyright notice and the title of the publication and its date appear, and notice is
Mark Hoffman, Jonathan Blake
Department of Computer Science and Interactive Digital Design
CL-AC1, Quinnipiac University
275 Mt. Carmel Avenue
Hamden, CT 06518
Mark.Hoffman@quinnipiac.edu; Jonathan.Blake@quinnipiac.edu
ABSTRACT
Computing and technology departments often offer service courses in Computer
Literacythat provide the entire academic communitywiththe opportunityto develop skills in the use of computers. These courses have been around for many years, but all too often they have not been updated to reflect new skills and knowledge that students are now bringing with them. In this paper we chronicle the history of teaching Computer Literacy, and discuss its relationship with the broad topic of
Information Literacy. We include the descriptionof a course on the Internet taught at Quinnipiac Universitythat serves as a model for an updated Technology Literacy course incorporating both Computer Literacy and Information Literacy.
INTRODUCTION
As technology educators, we are constantly amazed at the rapidly evolving knowledge base that our students arrive with. Gone are the days where we are forced to concentrate our efforts on basic computer technology. The number of computers in dormrooms across campus is rapidly approaching the number of students in those rooms, and will likely soon eclipse it!
What then do we teach students in Computer Literacy courses? The traditional approach, covering the same litany of office applications might not provide our students with what they need. We are concerned that we are simply covering material that our students have already mastered.
Copyright © 2003 by the Consortium for Computing in Small Colleges. Permission to copy without fee all or part of this material is granted provided that the copies are not made or distributed for direct commercial advantage, the CCSC copyright notice and the title of the publication and its date appear, and notice is
References: 1. CSUB, Computer Literacy and Information Competency. 1998, California State University at Bakersfield Information Competency Committee. 2. UMD, Computer Literacy Homepage. 2002, University of Minnesota, Duluth. 3. QU, Computer Help Desk Homepage. 2002, Quinnipiac University. 1977. Atlanta.JCSC 18, 5 (May 2003) 232 10. ACM, ACM Code of Ethics and Professional Conduct. 1993, Association for Computing Machinery. 11. IEEE, IEEE Code of Ethics. 1990, Institute of Electrical and Electronics Engineers. 12. NRC, Being Fluent with Information Technology. 1999, National Research Council (National Academy Press): Washington, D.C. 14. Burniske, R.W. , Literacy in the Cyberage. 2000, Arlington Heights, IL: Skylight Professional Development. 15. Gurak, L.J., cyberliteracy. 2001, New Haven, CT: Yale University Press. 17. ACRL, Information Literacy Competency Standards for Higher Education. 2000, Association of College and Research Libraries. 20. Barker, D.I. and R. Schroeder, Internet Research. 2002, Boston: Thompson. 21. Hult, C.A. and T.H. Huckin, The New Century Handbook. 2 ed. 2002, New York: Longman.CCSC: Northeastern Conference with Infomation Technology '. 2002, University of Michigan. 23. Lee, J., Nu Shortcuts in School R2 Much 4 Teachers, inNew York Times. 2002:New York. 24. Himanen, P., The Hacker Ethic. 2001, New York: Random House. 26. Wallace, P., The Psychology of the Internet. 1999, Cambridge: Cambridge University Press. 27. Swiss,T., ed. Unspun: Key Concepts for Understanding the World Wide Web. 2001, New York University Press: New York. 28. Turkle, S., Life on the Screen. 1995: Simon & Schuster. 29. Lessig, L., The Future of Ideas. 2001: Random House. 30. Comer, D., The Internet Book. 3 ed. 2000, Upper Saddle River, NJ: Prentice Hall. 31. Lehnert, W., The Web-Wizard 's Guide to HTML. 2002, Boston: Addison-Wesley.