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Titlebook: Software Literacy; Education and Beyond Elaine Khoo,Craig Hight,Bronwen Cowie Book 2017 The Author(s) 2017 Software literacy.Software appli

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發(fā)表于 2025-3-21 18:52:33 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Software Literacy
副標(biāo)題Education and Beyond
編輯Elaine Khoo,Craig Hight,Bronwen Cowie
視頻videohttp://file.papertrans.cn/871/870924/870924.mp4
概述Introduces software literacy as an imperative to understanding everyday 21st century contexts where the focus is on software teaching and learning and use.Offers an easy-to-follow framework for unders
叢書名稱SpringerBriefs in Education
圖書封面Titlebook: Software Literacy; Education and Beyond Elaine Khoo,Craig Hight,Bronwen Cowie Book 2017 The Author(s) 2017 Software literacy.Software appli
描述.This 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
出版日期Book 2017
關(guān)鍵詞Software literacy; Software application; Software platform; Affordance; Software Pedagogy; Digital litera
版次1
doihttps://doi.org/10.1007/978-981-10-7059-4
isbn_softcover978-981-10-7058-7
isbn_ebook978-981-10-7059-4Series ISSN 2211-1921 Series E-ISSN 2211-193X
issn_series 2211-1921
copyrightThe Author(s) 2017
The information of publication is updating

書目名稱Software Literacy影響因子(影響力)




書目名稱Software Literacy影響因子(影響力)學(xué)科排名




書目名稱Software Literacy網(wǎng)絡(luò)公開度




書目名稱Software Literacy網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Software Literacy被引頻次




書目名稱Software Literacy被引頻次學(xué)科排名




書目名稱Software Literacy年度引用




書目名稱Software Literacy年度引用學(xué)科排名




書目名稱Software Literacy讀者反饋




書目名稱Software Literacy讀者反饋學(xué)科排名




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Introduction: Software and Other Literacies,concepts relevant to the study of software, including affordances, agency, human-machine assemblages, and performance to explain the ways users co-create with software. It proposes the notion of . as a framework to help readers unpack the ways the affordances of software can (re)shape the ways we th
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The Learning, Use and Critical Understanding of Software in Media Studies, media studies and engineering develop the understandings and skills needed to use software as forms of software literacy. Two case studies were developed. The case studied experiences of media studies students’ software literacy development is the focus of this chapter. Two cohorts of media studies
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發(fā)表于 2025-3-22 23:00:44 | 只看該作者
The Learning, Use and Critical Understanding of Software in Engineering,e understandings and skills needed to use software as forms of software literacy. Two case studies were developed. A case study of engineering students’ software literacy development is the focus of this chapter. Two cohorts of students were tracked using mixed methods to explore their learning and
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發(fā)表于 2025-3-23 02:56:22 | 只看該作者
Comparing the Cases: What Do They Tell Us About Software Literacy?,Common themes emerged across the cases such as students’ tendency to draw from informal learning strategies to supplement formal learning approaches, the diversity of student background and software abilities, and students’ general assumption that a tier 2 software proficiency level (se?e Chap.?.) w
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