Author: Annette Vee
Publisher: MIT Press
ISBN: 0262340240
Category : Computers
Languages : en
Pages : 375

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Book Description
How the theoretical tools of literacy help us understand programming in its historical, social and conceptual contexts. The message from educators, the tech community, and even politicians is clear: everyone should learn to code. To emphasize the universality and importance of computer programming, promoters of coding for everyone often invoke the concept of “literacy,” drawing parallels between reading and writing code and reading and writing text. In this book, Annette Vee examines the coding-as-literacy analogy and argues that it can be an apt rhetorical frame. The theoretical tools of literacy help us understand programming beyond a technical level, and in its historical, social, and conceptual contexts. Viewing programming from the perspective of literacy and literacy from the perspective of programming, she argues, shifts our understandings of both. Computer programming becomes part of an array of communication skills important in everyday life, and literacy, augmented by programming, becomes more capacious. Vee examines the ways that programming is linked with literacy in coding literacy campaigns, considering the ideologies that accompany this coupling, and she looks at how both writing and programming encode and distribute information. She explores historical parallels between writing and programming, using the evolution of mass textual literacy to shed light on the trajectory of code from military and government infrastructure to large-scale businesses to personal use. Writing and coding were institutionalized, domesticated, and then established as a basis for literacy. Just as societies demonstrated a “literate mentality” regardless of the literate status of individuals, Vee argues, a “computational mentality” is now emerging even though coding is still a specialized skill.

Author: Annette Vee
Publisher: MIT Press
ISBN: 026203624X
Category : Computers
Languages : en
Pages : 375

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Book Description
How the theoretical tools of literacy help us understand programming in its historical, social and conceptual contexts. The message from educators, the tech community, and even politicians is clear: everyone should learn to code. To emphasize the universality and importance of computer programming, promoters of coding for everyone often invoke the concept of “literacy,” drawing parallels between reading and writing code and reading and writing text. In this book, Annette Vee examines the coding-as-literacy analogy and argues that it can be an apt rhetorical frame. The theoretical tools of literacy help us understand programming beyond a technical level, and in its historical, social, and conceptual contexts. Viewing programming from the perspective of literacy and literacy from the perspective of programming, she argues, shifts our understandings of both. Computer programming becomes part of an array of communication skills important in everyday life, and literacy, augmented by programming, becomes more capacious. Vee examines the ways that programming is linked with literacy in coding literacy campaigns, considering the ideologies that accompany this coupling, and she looks at how both writing and programming encode and distribute information. She explores historical parallels between writing and programming, using the evolution of mass textual literacy to shed light on the trajectory of code from military and government infrastructure to large-scale businesses to personal use. Writing and coding were institutionalized, domesticated, and then established as a basis for literacy. Just as societies demonstrated a “literate mentality” regardless of the literate status of individuals, Vee argues, a “computational mentality” is now emerging even though coding is still a specialized skill.

Author: Donald Ervin Knuth
Publisher: Stanford Univ Center for the Study
ISBN: 9780937073803
Category : Computers
Languages : en
Pages : 368

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Book Description
Literate programming is a programming methodology that combines a programming language with a documentation language, making programs more easily maintained than programs written only in a high-level language. A literate programmer is an essayist who writes programs for humans to understand. When programs are written in the recommended style they can be transformed into documents by a document compiler and into efficient code by an algebraic compiler. This anthology of essays includes Knuth's early papers on related topics such as structured programming as well as the Computer Journal article that launched literate programming. Many examples are given, including excerpts from the programs for TeX and METAFONT. The final essay is an example of CWEB, a system for literate programming in C and related languages. Index included.

Author: Marina Umaschi Bers
Publisher: Routledge
ISBN: 1000194523
Category : Education
Languages : en
Pages : 162

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Book Description
Coding as a Playground, Second Edition focuses on how young children (aged 7 and under) can engage in computational thinking and be taught to become computer programmers, a process that can increase both their cognitive and social-emotional skills. Learn how coding can engage children as producers—and not merely consumers—of technology in a playful way. You will come away from this groundbreaking work with an understanding of how coding promotes developmentally appropriate experiences such as problem-solving, imagination, cognitive challenges, social interactions, motor skills development, emotional exploration, and making different choices. Featuring all-new case studies, vignettes, and projects, as well as an expanded focus on teaching coding as a new literacy, this second edition helps you learn how to integrate coding into different curricular areas to promote literacy, math, science, engineering, and the arts through a project-based approach and a positive attitude to learning.

Author: Jeremy Keeshin
Publisher:
ISBN: 9781544517995
Category :
Languages : en
Pages : 316

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Book Description
Code is the new literacy. Six hundred years ago, most people couldn't read. In 1440, the invention of the printing press laid the groundwork for massive increases in literacy and ushered in the modern era. Today, computers and the internet are causing a similar tectonic shift. Reading and writing are foundational skills, and in our digital world, coding is too. But coding can be intimidating to learn. What is code? Where do you even start? In Read Write Code, Jeremy Keeshin demystifies the world of computers, starting at the beginning to explain the basic building blocks of today's tech: programming, the internet, data, apps, the cloud, cybersecurity, algorithms, artificial intelligence, and more. As CEO and Co-founder of CodeHS, Keeshin has helped teach coding to millions of students over the last decade. Complex concepts are explained in friendly and engaging ways, with interactive examples and practical tips. This book is a must-read for modern educators and anyone who wants to understand why code matters today.

Author: Marina Umaschi Bers
Publisher: MIT Press
ISBN: 0262368552
Category : Education
Languages : en
Pages : 230

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Book Description
Why children should be taught coding not as a technical skill but as a new literacy—a way to express themselves and engage with the world. Today, schools are introducing STEM education and robotics to children in ever-lower grades. In Beyond Coding, Marina Umaschi Bers lays out a pedagogical roadmap for teaching code that encompasses the cultivation of character along with technical knowledge and skills. Presenting code as a universal language, she shows how children discover new ways of thinking, relating, and behaving through creative coding activities. Today’s children will undoubtedly have the technical knowledge to change the world. But cultivating strength of character, socioeconomic maturity, and a moral compass alongside that knowledge, says Bers, is crucial. Bers, a leading proponent of teaching computational thinking and coding as early as preschool and kindergarten, presents examples of children and teachers using the Scratch Jr. and Kibo robotics platforms to make explicit some of the positive values implicit in the process of learning computer science. If we are to do right by our children, our approach to coding must incorporate the elements of a moral education: the use of narrative to explore identity and values, the development of logical thinking to think critically and solve technical and ethical problems, and experiences in the community to enable personal relationships. Through learning the language of programming, says Bers, it is possible for diverse cultural and religious groups to find points of connection, put assumptions and stereotypes behind them, and work together toward a common goal.

Author: Yasmin B. Kafai
Publisher: MIT Press
ISBN: 026252967X
Category : Education
Languages : en
Pages : 200

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Book Description
Why every child needs to learn to code: the shift from “computational thinking” to computational participation. Coding, once considered an arcane craft practiced by solitary techies, is now recognized by educators and theorists as a crucial skill, even a new literacy, for all children. Programming is often promoted in K-12 schools as a way to encourage “computational thinking”—which has now become the umbrella term for understanding what computer science has to contribute to reasoning and communicating in an ever-increasingly digital world. In Connected Code, Yasmin Kafai and Quinn Burke argue that although computational thinking represents an excellent starting point, the broader conception of “computational participation” better captures the twenty-first-century reality. Computational participation moves beyond the individual to focus on wider social networks and a DIY culture of digital “making.” Kafai and Burke describe contemporary examples of computational participation: students who code not for the sake of coding but to create games, stories, and animations to share; the emergence of youth programming communities; the practices and ethical challenges of remixing (rather than starting from scratch); and the move beyond stationary screens to programmable toys, tools, and textiles.

Author: Kiki Prottsman
Publisher: Penguin
ISBN: 1465469737
Category : Juvenile Nonfiction
Languages : en
Pages : 23

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Book Description
Teach kids as young as 5 years old the basic programming skills necessary to code, including sequencing and loops, without a computer. It's never too early to learn computer coding. My First Coding Book is a playful introduction to offline coding and programming that will give young children a head start. Filled with puzzles, mazes, and games to teach the basic concepts of sequences, algorithms, and debugging, this book will help children develop critical thinking, logic, and other skills to cement lifelong computer literacy, which is extremely valuable and sought-after in today's world. With its unique approach and colorful and creative imagery, My First Coding Book makes learning and fun one and the same and will have children playing their way to programming proficiency. Supporting STEM education initiatives, computer coding teaches kids how to think creatively, work collaboratively, and reason systematically, and is quickly becoming a necessary and sought-after skill. DK's computer coding books are full of fun exercises with step-by-step guidance, making them the perfect introductory tools for building vital skills in computer programming.

Author: Vera Bühlmann
Publisher: Birkhäuser
ISBN: 3035606390
Category : Architecture
Languages : en
Pages : 352

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Book Description
Recent developments in computer science, particularly ”data-driven procedures“ have opened a new level of design and engineering. This has also affected architecture. The publication collects contributions on Coding as Literacy by computer scientists, mathematicians, philosophers, cultural theorists, and architects. The main focus in the book is the observation of computer-based methods that go beyond strictly case-based or problem-solution-oriented paradigms. This invites readers to understand Computational Procedures as being embedded in an overarching ”media literacy“ that can be revealed through, and acquired by, ”computational literacy“, and to consider the data processed in the above-mentioned methods as being beneficial in terms of quantum physics. ”Self-Organizing Maps“ (SOM), which were first introduced over 30 years ago, will serve as the concrete reference point for all further discussions.

Author: Lynn Pawloski
Publisher: Bloomsbury Publishing USA
ISBN: 1440843813
Category : Language Arts & Disciplines
Languages : en
Pages : 128

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Book Description
This book takes the creativity and inventiveness of the maker movement and applies that energy in a new way to help children learn across all subject areas as well as broaden their world view. Traditional library literacy programs have helped many children foster a love of reading, but to prepare this next generation of learners, this programming needs to be modified to include technology. The inherent creativity and inventiveness of the Maker Movement, embracing both classic and innovative technological activities, provides the perfect bridge to invigorate, expand, and update these programs. This alternative to conventional library literacy programming will help children learn throughout all subject areas, see additional possibilities, and make connections in the world around them. With this guide, readers can discover how to apply maker literacy to introduce connections that help children better understand that their experiences in life are interrelated—that art can be made on a 3D printer and that science and technology are an essential part of design. This holistic approach provides a myriad of creative opportunities for both teaching staff and the children they serve. A great resource for youth services librarians in public libraries, this guide to infusing library programs with technology and maker activities to motivate learning will also appeal to preschool and elementary librarians, educators, and parents.