None but Ourselves Can Free Our Minds: Critical Computational Literacy as a Pedagogy of Resistance

Autor/inn/en	Lee, Clifford H.; Soep, Elisabeth
Titel	None but Ourselves Can Free Our Minds: Critical Computational Literacy as a Pedagogy of Resistance
Quelle	In: Equity & Excellence in Education, 49 (2016) 4, S.480-492 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2016.1227157
Schlagwörter	Critical Literacy; Computation; Thinking Skills; Educational Technology; Urban Youth; Social Change; Social Justice; Social Problems; Political Issues; Citizen Participation; Grounded Theory; Interviews; California (Oakland) + Suchen Sie Ihr Suchwort? Kritisches Lesen; Denkfähigkeit; Unterrichtsmedien; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Sozialer Wandel; Soziale Gerechtigkeit; Social problem; Soziales Problem; Politischer Faktor; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Interviewing; Interviewtechnik
Abstract	Critical computational literacy (CCL) is a new pedagogical and conceptual framework that combines the strengths of critical literacy and computational thinking. Through CCL, young people conceptualize, create, and disseminate digital projects that break silences, expose important truths, and challenge unjust systems, all the while building skills such as coding and design. This empirical study of CCL is based at Youth Radio, a nationally recognized multimedia production company in Oakland, California. Using embedded ethnographic methods, we focus on one collaborative project inside Youth Radio's Interactive department, where young people partnered with adult colleagues to produce a web-based interactive map of gentrification in a West Oakland neighborhood. Findings demonstrate a highly sophisticated knowledge production process where youth are simultaneously contending with content, message, audience, aesthetics, design, functionality, execution, and the long-term ramifications or "digital afterlife" of their work. Through learning environments organized around critical computational literacy, young people emerge as critical problem-solvers unified by the technical know-how and the critical consciousness necessary for them to leverage digital tools for social transformation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01