Scratch: An Entrée into Computational Literacy and Learning in Young Adolescents

• In Event: Roundtable Session 120
  In Roundtable Session: Computational Literacy Revisited

Abstract

This case study examines middle school students’ learning of computational
concepts through engagement with Scratch in the context of an after school club. We
designed the club to enable students to pursue their own interests, freely collaborate and
engage in open-ended inquiry. Eight (3 female) primarily Latino students took part in the
case study. Data collected includes student created artifacts, participant observation field
notes, a focus group interview and pre-post measures. As these students were English
Language Learners, we utilized pre and post visual and oral methods to collect data on
changes in students’ computational concepts. Preliminary data analysis indicates that
students’ conceptualizations of specific aspects of computation deepened as a result of
taking part in the after school club.

Authors

• Florence R. Sullivan, University of Massachusetts - Amherst

• Claire E. Hamilton, University of Massachusetts - Amherst

• Annemarie Foley, University of Massachusetts - Amherst