The new Core Standards for English Language Arts Literacy: Implications for Computing Literacy?
I found this fascinating discussion about the new Common Core standards efforts around English Language Arts, and it got me wondering about creating an analogy. Are the parallels to the below for computing literacy? ”Students should read as much nonfiction as fiction.” What does that mean in terms of the notations of computing? Students should read as many program proofs as programs? Students should read as much code as comments? The “coherent knowledge” part seems to connect to the kinds of ideas in the CS:Principles effort. What is “close reading” of programming?
I’m sure that there are not one-to-one mappings from English Language Arts to Computing, but they are interesting to think about. If this is what it means to be text literate, what does it mean to be computing literate?
Say what you will about CCSS, but there are three big ideas embedded within the English Language Arts standards that deserve to be at the very heart of literacy instruction in U.S. classrooms, with or with or without standards themselves:
1. Students should read as much nonfiction as fiction.
2. Schools should ensure all children—and especially disadvantaged children—build coherent background knowledge that is essential to mature reading comprehension.
3. Success in reading comprehension depends less on “personal response” and more on close reading of text.