Code Literacy: Developing Computational Literacy Skills Through Artifact Construction

• In Event: Examining Computational Thinking in the Field

Abstract

Objectives
Recent work in computing has largely involved the incorporation of the computational media and new literacies (diSessa, 2000) with Computational Thinking concepts and practices (Wing, 2006; Resnick & Brennan, 2011). The study outlined herein examined a new literacy approach to computer programming instruction, Code Literacy, in the middle school classroom through the construction of Imaginary Worlds (Black, 2007; Fadjo & Black, 2011) in computational artifacts. Within the computer classroom of a suburban public middle school, we investigated how students demonstrated comprehension of three particular computational thinking concepts (loops, conditionals, and variables) and communicated these ideas through artifact construction and individual reflection logs.

Perspectives
The pedagogy of Computational Thinking is at risk of mirroring traditional computer programming pedagogy – disconnected, short lessons on fundamental concepts using derivative code sets. Code Literacy introduces core Computational Thinking Concepts (Resnick & Brennan, 2011) to middle school students by combining project-based instruction of a single, complex artifact with Scratch, a widely adopted visual, block-based programming and design environment developed at the MIT Media Lab, as the development environment. Unlike many agent-based systems that hide the building blocks behind many core mechanics in favor of rapid program development, Code Literacy incorporates a bottom-up approach to artifact development that mandates the instruction of basic concepts be balanced with opportunities for engagement activities and reflection prompts to align computing activities with expository writing sessions. The goal of Code Literacy is to provide an opportunity for students to comprehend, analyze, compose and communicate ideas about symbols, constructs, depictions, and representations generated by and developed with computer programming languages and environments.

Methods
The study took place from May to June 2011 in a daily computer technology course at a suburban public middle school. Forty-seven sixth- and seventh-grade students created two projects in Scratch over a six-week period. For the first three weeks, students either created a puzzle adventure video game (PAVG; n=34) or an interactive graphic novel (IGN; n=13) as part of the Code Literacy Curriculum. For weeks four through six students designed and developed their own individual artifacts using code examples from the first project or through modules, collections of self-directed activities.

Data sources
Data for the study includes individual and group student artifacts, reflection notes, and pre- and post-survey results. Analyses focused on coded responses to reflection prompts, individual and group artifact content analysis, and responses to survey questions on code- and concept-related questions.

Results
Findings focused on three major elements – a) the instances of students’ computational thinking concepts free-recall in individual and group reflections; b) the interaction between computational thinking concepts identified within the artifacts and Code Literacy Curriculum artifact type (PAVG or IGN); and c) the self-report of perceived confidence level and computational thinking concepts after the Code Literacy Curriculum.

Scientific significance of work
This research will help define effective ways to design and develop curricula that promotes computational thinking through individual artifact construction, expository reflection, and evidence to support the presence of computational thinking in traditional instructional settings through computing instruction.

Authors

• Cameron L. Fadjo, Teachers College, Columbia University

• John B. Black, Teachers College, Columbia University