This conceptual article is situated in the cross-section between computer science and didactics. The article contributes to the research field by taking on questions regarding the role of materialities in relation to learning computational literacy in school. Computational literacy is here defined as patterned deployment of skills and dispositions that are applied in a technology-mediated and situated context with the aim of achieving a valued goal.
The article sets out with a brief outline of the emergence of computational literacy as a concept. Then moving on through a more in-depth presentation of the concept in which three intertwined aspects, the cognitive, the social, and the material, unfold. The article concludes with two examples of computational literacy in a school, and how materiality here plays an important role in relation to the subject-content and pedagogical approach.
This article is in Danish.