Fostering children’s critical literacy in computing education
Iivari, Netta; Ventä-Olkkonen, Leena; Sharma, Sumita; Hartikainen, Heidi; Holappa, Jenni; Lehto, Essi (2024-06-21)
ACM
21.06.2024
Iivari, N., Ventä-Olkkonen, L., Sharma, S., Hartikainen, H., Holappa, J., & Lehto, E. (2024). Fostering children’s critical literacy in computing education. Proceedings of the Symposium on Learning, Design and Technology, 57–65. https://doi.org/10.1145/3663433.3663462
https://creativecommons.org/licenses/by/4.0/
© 2024 Copyright held by the owner/author(s). This work is licensed under a Creative Commons Attribution International 4.0 License.
https://creativecommons.org/licenses/by/4.0/
© 2024 Copyright held by the owner/author(s). This work is licensed under a Creative Commons Attribution International 4.0 License.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202408135349
https://urn.fi/URN:NBN:fi:oulu-202408135349
Tiivistelmä
Abstract
Child Computer Interaction (CCI) research has increasingly explored critical computing, acknowledging the intertwined dynamics of power, politics, values, and ethics in computing. While the existing literature has explored empowerment of children and addressed various forms of oppression, marginalization, and exclusion, critical concerns having also entered children's computing education, so far, limited research invites children to apply critical perspectives to societal challenges through computing. This paper outlines a long-term critical design project involving 11–12 years old children, where they were encouraged to critically examine societal issues related to bullying and to envision solutions, develop digital tools, and mobilize them for action taking. This study suggests methods to integrate critical literacy development into children's computing education. It underscores the importance of empowering children to engage critically with computing and societal challenges, and advocates for the continued development of approaches that foster children's agency in shaping a more just and equitable world.
Child Computer Interaction (CCI) research has increasingly explored critical computing, acknowledging the intertwined dynamics of power, politics, values, and ethics in computing. While the existing literature has explored empowerment of children and addressed various forms of oppression, marginalization, and exclusion, critical concerns having also entered children's computing education, so far, limited research invites children to apply critical perspectives to societal challenges through computing. This paper outlines a long-term critical design project involving 11–12 years old children, where they were encouraged to critically examine societal issues related to bullying and to envision solutions, develop digital tools, and mobilize them for action taking. This study suggests methods to integrate critical literacy development into children's computing education. It underscores the importance of empowering children to engage critically with computing and societal challenges, and advocates for the continued development of approaches that foster children's agency in shaping a more just and equitable world.
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