How Educators Are Moving Toward Computational Literacy With Justice-Oriented Curriculum Integration

• In Event: Fostering Students' Computational Thinking and Computational Literacy

Abstract

The purpose of this qualitative research study is to understand how justice-oriented computer science (CS) instruction can be integrated into middle-school English Language Arts (ELA). This research explores data that was collected as part of a research-practice partnership in order to deepen understanding of how this can be accomplished. Through the co-design and implementation of ELA units that integrate justice-oriented CS instruction, we uncovered important conditions and factors that influence and bridge learning and change in order to make CS accessible to all students (Avalos, 2011). Due to the progressive nature of technology and its role as a mediator in most of our information and literacy practices, it is a natural progression for CS to blend with ELA (Vee, 2013).

Authors

• Hillary Chelednik, University of Pittsburgh

• Cassie F. Quigley, University of Pittsburgh

• Holly Maribeth Plank, Bowling Green State University

• Amanda J. Godley, University of Pittsburgh

• Tinukwa C. Boulder, University of Pittsburgh