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Critical computer literacy: computers in first-year composition as topic and environment
ARTICLE

Computers and Composition Volume 17, Number 3, ISSN 8755-4615 Publisher: Elsevier Ltd

Abstract

Because of the persuasive and positive cultural discourse about technology, some first-year students—who are increasingly asked to develop their postsecondary literacy skills in a classroom that makes use of computers—are profoundly affected by and often find it difficult to resist these cultural messages. This in turn affects their ability to develop critical computer literacy, a skill and disposition scholars have stressed the importance of in recent years. By using the computer as both subject and medium, and using critical qualitative research techniques as method, this study addresses how first-year students understand their influence by cultural assumptions about technology. The computer played a central and dual role in this study—as both content and as means to foster critical computer literacy. This article presents three meaning perspectives on technology that students expressed based on formative experiences they have had with it. This article also presents revealing characteristic expressions in these identifiable student perspectives. The results suggest clear implications for how computers and composition scholars incorporate computer technology into our pedagogy if one of our goals is to help students develop critical computer literacy.

Citation

Duffelmeyer, B.B. (2000). Critical computer literacy: computers in first-year composition as topic and environment. Computers and Composition, 17(3), 289-307. Elsevier Ltd. Retrieved September 27, 2022 from .

This record was imported from Computers and Composition on January 29, 2019. Computers and Composition is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S8755-4615(00)00036-0

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