Algorithmics: the spirit of computing
Algorithmics: the spirit of computing
A successful computer approach to the computer literacy course
ACM SIGCSE Bulletin
A microcomputer oriented computer literacy course
SIGCSE '88 Proceedings of the nineteenth SIGCSE technical symposium on Computer science education
Testing student micro computer skills through direct computer use
SIGCSE '89 Proceedings of the twentieth SIGCSE technical symposium on Computer science education
Computer science: an overview (3rd ed.)
Computer science: an overview (3rd ed.)
The analytical engine: an introduction to computer science using Hypercard
The analytical engine: an introduction to computer science using Hypercard
Introductory computing: a new approach
SIGCSE '93 Proceedings of the twenty-fourth SIGCSE technical symposium on Computer science education
On teaching computer literacy to future secondary school teachers
ACM SIGCSE Bulletin
The Internet as a motivating theme in a math/computer core course for nonmajors
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Introducing computer science after programming
Journal of Computing Sciences in Colleges
Computer literacy: today and tomorrow
Journal of Computing Sciences in Colleges
Journal of Computing Sciences in Colleges
YACLD: yet another computer literacy definition
Journal of Computing Sciences in Colleges
ACM Transactions on Computer-Human Interaction (TOCHI)
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The first step in designing a college level computer literacy course is to define what is meant by computer literacy. Unfortunately no consensus exists as to what the label “computer literate” should imply. The difficulty in both defining computer literacy and designing a satisfactory computer literacy course is evident by both the frequency of change and experimentation occurring at many institutions and by the forests of textbooks that exist for such a course. In this paper we present a definition of computer literacy that is independent of any specific application or application genre and introduce the notion of application literacy as distinct from that of computer literacy. Finally we describe a course implementation strategy commensurate with our philosophy.