Computational Thinking, Languages, and Literacies

Session Type: Symposium

Abstract

As advances in computational technologies are changing the very fabric of our society, computational thinking (CT) is increasingly becoming viewed as a fundamental skill that all students should learn, beginning in elementary school. While the bulk of research on CT has focused on its integration into Science, Technology, Engineering, and Mathematics (STEM) content, there is a growing body of research that focuses on the relationship between CT and literacy alongside the roles that they play in developing students' CT skills. This symposium will host four presentations that discuss the opportunities and challenges of implementing CT and literacy integrated curricula into K-12 schools, and report on empirical findings that describe the affordances this integration provides for diverse learners.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 1e: Engineering and Computer Science

Chair

• Mark Warschauer, University of California - Irvine

Papers

• The Impact of Early Elementary Coding Instruction on Standardized Literacy Assessments - Marina U. Bers, Boston College

• The Literacies of Writing Code: A Middle School Workshop Model - Quinn Burke, Digital Promise; Yasmin B. Kafai, University of Pennsylvania

• Computational Thinking in Elementary School Libraries - Rose K. Pozos, Stanford University

• Leveraging Multilingual Students' Resources to Develop Their Computational Literacies - Sharin R. Jacob, University of California - Irvine

Discussant

• Alison L. Bailey, University of California - Los Angeles