LEADER 04259nam 22006735 450 001 9910768441003321 005 20220428092223.0 010 $a9789811070594 010 $a9811070598 024 7 $a10.1007/978-981-10-7059-4 035 $a(CKB)4340000000223668 035 $a(DE-He213)978-981-10-7059-4 035 $a(MiAaPQ)EBC5161576 035 $a(EXLCZ)994340000000223668 100 $a20171124d2017 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aSoftware Literacy $eEducation and Beyond /$fby Elaine Khoo, Craig Hight, Rob Torrens, Bronwen Cowie 205 $a1st ed. 2017. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2017. 215 $a1 online resource (XIII, 101 p. 6 illus.) 225 1 $aSpringerBriefs in Education,$x2211-193X 311 08$a9789811070587 311 08$a981107058X 320 $aIncludes bibliographical references. 327 $aChapter 1 Introduction: Software and other literacies -- Chapter 2 A genealogy of software applications -- Chapter 3 The learning, use and critical understanding of software in Media Studies -- Chapter 4 The learning, use and critical understanding of software in Engineering -- Chapter 5 Comparing the cases: What do they tell us about Software Literacy? -- Chapter 6 Software Literacy: Education and beyond. 330 $aThis book explores the notion of software literacy, a key part of digital literacy which all contemporary students and citizens need to understand. Software literacy involves a critical understanding of how the affordances and conceptual approaches of everything from operating systems, creative apps and media editors, to software-based platforms and infrastructures work to inform and shape the ways we think and act. As a cultural artefact, programing code plays a role in reproducing, reinforcing, and augmenting existing cultural practices, as well as generating completely new coded practices. A proposed three-tier framework for software literacy is the focus for a two-year empirical investigation into how tertiary students become more literate about the nature and implications of software they encounter as part of their tertiary studies. Two case studies of software learning and use in university-level engineering and screen & media studies courses are presented, investigating the mapping of students? trajectory of the learning of desktop applications against this framework for software literacy.  Though the book?s focus is primarily educational, its content also has implications for any field that makes use of software and information & communication technology systems and applications. As such, the book will be of interest to all readers whose work involves the challenges and opportunities presented by software-based teaching and learning; and to those interested in how software impacts the workplace and leisure activities that make up our day-to-day lives. 410 0$aSpringerBriefs in Education,$x2211-193X 606 $aTechnical education 606 $aEducational technology 606 $aLiteracy 606 $aLearning, Psychology of 606 $aEngineering and Technology Education 606 $aDigital Education and Educational Technology 606 $aLiteracy 606 $aInstructional Psychology 615 0$aTechnical education. 615 0$aEducational technology. 615 0$aLiteracy. 615 0$aLearning, Psychology of. 615 14$aEngineering and Technology Education. 615 24$aDigital Education and Educational Technology. 615 24$aLiteracy. 615 24$aInstructional Psychology. 676 $a005.107 700 $aKhoo$b Elaine$4aut$4http://id.loc.gov/vocabulary/relators/aut$01457786 702 $aHight$b Craig$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aTorrens$b Rob$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aCowie$b Bronwen$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910768441003321 996 $aSoftware literacy$93658057 997 $aUNINA