{"id":255,"date":"2021-07-26T22:18:44","date_gmt":"2021-07-26T22:18:44","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/?post_type=chapter&p=255"},"modified":"2021-08-09T16:13:35","modified_gmt":"2021-08-09T16:13:35","slug":"6-14-1-literacy-in-computer-science-prospectus","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/chapter\/6-14-1-literacy-in-computer-science-prospectus\/","title":{"rendered":"6.14.1 Literacy in computer science (prospectus)"},"content":{"raw":"

English 102, February 2021<\/h3>\r\nMy final research essay will\u00a0cover the ways in which the literary aspects of reading, writing, and communication are involved in the field of computer science.\u00a0I chose to focus on computer science for two main reasons. Firstly, I am pursuing a degree in this field and have a love and passion for programming. Secondly, computer programming is becoming a massive\u00a0filed\u00a0as time\u00a0passes, due to the national increase in automation\u00a0throughout the workforce.\u00a0This means that it is a topic that is very relevant, and that it is a topic that has an impact on more individuals than just computer programmers.\u00a0The argument that I will be making throughout\u00a0my\u00a0essay is that computer programming\u00a0is a \u201clanguage,\u201d meaning that it is its own unique form of literacy.\u00a0The process that I will utilize to display the various ways in which literacy is involved in the field of computer science and to create a strong, cohesive argument\u00a0involves three key steps. The first of which is analyzing\u00a0the ways in which computer programming\u00a0involves reading, writing, and communication. Using the evidence from the previous sections of my essay and further sourcing,\u00a0I will then discuss how computer programming is its own unique form of literacy. Finally, I will use evidence from earlier sections of my essay and further research to show how\u00a0literacy skills and programming ability benefit one another.\u00a0This organizational structure can best be described as climatic, as I am building up the essay to reach the point\u00a0of\u00a0proposing\u00a0a\u00a0use\u00a0of the research that I have composed.\r\n\r\nIn order to effectively compile and display all necessary and relevant research, I have proposed\u00a0six research questions that I will answer throughout my final research essay. The first three\u00a0questions are: \u201cHow is writing used within the field of computer\u00a0science?,\u201d \u201cHow is reading applicable to the field of computer\u00a0science?,\u201d and \u201cHow is communication involved in the field of computer\u00a0science?\u201d\u00a0These three questions work together to\u00a0analyze\u00a0the ways in which\u00a0the literacy aspects of reading, writing, and communication are involved in the field of computer science.\u00a0The next question that I will answer is: \u201cIs computer programming its own literacy in the same way that English is its own\u00a0literacy?\u201d This question will incorporate the\u00a0evidence gathered from the first three research questions and use further research\u00a0to show how programming can be considered its own language. This leads\u00a0into\u00a0the\u00a0final question that I will\u00a0be\u00a0answering: \u201cDo programming ability and literacy skills\u00a0have benefit one\u00a0another?\u201d This question uses the research on how computer programming involved literacy, how computer programming can be described as a language of its own, and further research to depict how these findings can impact the ways in which computer science is taught\u00a0academically.\r\n\r\nUsing these research questions as a guide, I was able to find an ample amount of research on my topic.\u00a0I found that there were two\u00a0common \u201ccategories\u201d that research on the topic of\u00a0literacy within\u00a0the field\u00a0computer\u00a0science\u00a0falls\u00a0under. The first is\u00a0research on how computer science involves one specific aspect of literacy, whether it be reading, writing, or communication. The second is research on\u00a0the relation between literacy\u00a0skills\u00a0and\u00a0ability\u00a0to learn programming efficiently. Although most of the research on this topic does not analyze how computer programming is a literacy of its own, it does allow for me to piece together how reading, writing,\u00a0and communication are used within the field to create a strong argument on the topic. I also found a few interesting\u00a0articles that do not specifically focus on literacy at all, but that I can use to further examine the literacy involved in computer programming. The article\u00a0that most directly falls under this category is: \u201cClassifying\u00a0Programming\u00a0Languages.\u201d\r\n\r\nThrough the extensive research that I have done, I have found which academic fields care about\u00a0my topic. These include, but are not limited to,\u00a0computer\u00a0science, Literacy\u00a0Studies, STEM fields, engineering, communication, education, information technology, psychology, and\u00a0sociology.\u00a0These academic fields all have varying levels of interest in my topic, as though most interested are\u00a0the fields of\u00a0computer science, literacy studies, and education. Although that is\u00a0the case,\u00a0all of\u00a0these fields have an interest in this topic for their own unique purposes,\u00a0meaning\u00a0that the ways in which this topic is analyzed by\u00a0researched\u00a0is very wide.\u00a0This\u00a0implies\u00a0that the research I obtain is inclusive and is not\u00a0limiting\u00a0to the angle of approach from which I can\u00a0address my\u00a0findings.\r\n\r\nAn outline of the layout that I plan to use for my final research essay is as follows:\r\n\r\nI will open my essay with a sentence that\u00a0hooks\u00a0the reader in, most likely\u00a0surrounding the idea that a traditional STEM field includes literacy. I will then\u00a0give an overview of what programming is and explain the\u00a0importance of programming in my own life.\u00a0Explaining how programming is relevant in my life and important to me will capture the attention of the reader, as people enjoy\u00a0to read\u00a0something that is more personal and in narrative form. I would usually end the introduction with a thesis statement detailing the main points that I will\u00a0address throughout my essay,\u00a0but I am going to experiment with conveying my thesis throughout the essay.\r\n\r\nAfter my introduction, I will address the ways in which writing is\u00a0prevalent\u00a0within the field of computer science and programming in general.\u00a0I will use the sources, \u201cProgramming is Writing is Programming,\u201d \u201cif You Can Program, You Can Write: Learning Introductory Programming Across Literacy Levels,\u201d and \u201cComputer Programming as Literacy,\u201d to support\u00a0the idea that writing is involved in Computer Programming.\r\n\r\nI will then address the ways in which reading is prevalent within the field of computer science and programming in general. The sources that I will use to back up the idea that reading is involved in computer programming are \u201cEncoding Literacy in Computer Science\u201d and \u201cReading skills can predict the programming performance of novices: an eye-tracking study.\u201d\r\n\r\nNext, I will discuss the ways in which communication is used and its importance within the field of computer science.\u00a0The sources that I will use in this section include\u00a0\u201cComputer Code as a Medium for Human Communication: Are Programming Languages Improving?\u201d and \u201cCommunication Skills for the 21st\u00a0Century engineer.\u201d\r\n\r\nThe next section of my essay will focus on how computer programming can be considered its own unique form of literacy. I will\u00a0open up\u00a0this paragraph by\u00a0discussing my experiences with learning to program. My struggles did not come with the computational side of computing, but rather with the\u00a0syntax and formatting side of coding. This will lead me into the use of my first source,\u00a0\u201cClassifying Programming Languages.\u201d I will use this source to show how complex the world of programming is, with syntax and grammar of its own, and compare it to the grammar\u00a0and structure used in human language.\u00a0I will spend the rest of this section discussing findings on how programming can be considered a language of its own. I will do this through the usage of many academic sources and usage of my own personal experiences whenever most appropriate. The sources that I will use in this section include\u00a0\u201cRole and meaning of functional science, technological and engineering literacy in problem-based learning,\u201d\u00a0\u201cHuman Languages vs. Programming Languages,\u201d and \u201cComputer Programming as Literacy.\u201d\r\n\r\nThe next and final section of my research essay will cover\u00a0how literacy skills and programming ability benefit one another.\u00a0I will open this section by discussing how my reading ability has helped me to adapt to programming more quickly than some of my peers who have struggled with reading in the past.\u00a0I will continue this section by discussing various academic articles that focus\u00a0on how literacy skills can improve\u00a0ability\u00a0to learn to program. These articles include \u201cComputational Thinking and Literacy\u201d and \u201cReading skills can predict the programming performance of novices: an eye-tracking study.\u201d\u00a0Using this information, I will discuss how these findings show that teaching\u00a0programming\u00a0to young people in ways that literacy is taught\u00a0may be more effective than\u00a0just\u00a0the typical STEM\u00a0approach. The academic articles that I will use to back this up include \u201cCoding as another language: a pedagogical approach for teaching computer science in early childhood,\u201d \u201cEncoding\u00a0Literacy in Computer Science,\u201d \u201cComputational Thinking and Literacy,\u201d and \u201cIf You Can Program, You Can Write: Learning Introductory Programming Across Literacy Levels.\u201d\r\n\r\nI will conclude my research essay by discussing how literacy is involved in many STEM fields, contrary to popular belief. I\u00a0will discuss the future of programming in general, placing a special emphasis on what the findings outlined in my essay mean for the future of programming\u00a0education. The paragraph and essay will end with a concluding sentence that leads the reader to both becoming more interested in\u00a0programming\u00a0and to look for\u00a0literacy in activities that may\u00a0not commonly be thought of as involving\u00a0literacy.\r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\nAnnotated Bibliography\r\n\r\nBers, Marina\u00a0Umaschi. \"Coding as another language: a pedagogical approach for teaching\u00a0 computer science in\u00a0early childhood.\"\u00a0Journal of Computers in Education<\/em>\u00a06.4 (2019):\u00a0 499-528.\r\n\r\nThis scholarly article discusses a\u00a0new method of teaching computer science to young children\u00a0starting in kindergarten.\u00a0This\u00a0new approach\u00a0to\u00a0teaching\u00a0early childhood programming\u00a0is\u00a0called \u201cCoding as Another Language.\u201d\u00a0This method of teaching coding deviates from the typical STEM approach,\u00a0offering\u00a0the proposition that computer science teaching can be\u00a0enhanced by\u00a0incorporating the\u00a0design of literacy\u00a0instruction, due\u00a0to\u00a0the\u00a0parallels that exists between natural languages and programming languages.\u00a0This article will be useful\u00a0to me\u00a0by\u00a0enhancing my argument\u00a0that programming has its own complex literacy through the\u00a0exploration of the\u00a0similarities\u00a0between natural languages and programming languages.\r\n\r\nCencelj, Zvonka, et al. \"Role and meaning of functional science, technological and engineering\u00a0 literacy in problem-based learning.\"\u00a0Journal of Baltic Science Education<\/em>\u00a018.1 (2019):\u00a0 132-146.\r\n\r\nThis academic article discusses functional literacy in STEM fields\u00a0for problem-based learning. The article discusses the\u00a0growing dilemma in the fields of STEM regarding a lack of functional literacy, which is defined as the ability to apply\u00a0reading, writing, and communication\u00a0to a specific field. The importance of being able to create and read written texts in the fields of science, technology, and engineering are discussed.\u00a0The results show that\u00a0competency in functional literacy\u00a0leads to success in STEM subjects. Since computer science is in an engineering discipline, this article will enhance the argument that\u00a0literacy skills benefit programming ability.\r\n\r\n\u201cClassifying Programming Languages.\u201d\u00a0Pltypes<\/em>, Loyola Marymount University,\r\n\r\ncs.lmu.edu\/~ray\/notes\/pltypes\/.\r\n\r\nThis non-academic article focuses on classifying various programming languages using a wide array of methodologies.\u00a0Through the consideration of\u00a0comparative aspects,\u00a0many of the most common programming languages were divided into eight categories.\u00a0For each category being considered, the syntax, structure, and abilities\u00a0were examined and compared to those of the other categories.\u00a0The article\u00a0also explains\u00a0various programming styles or \u201cparadigms\u201d\u00a0that are commonly used within computer science. This article will enhance my argument that programming has its own complex literacy through the comparison of the\u00a0many styles of programming\u00a0and the many ways\u00a0styles of writing.\r\n\r\nDubochet, Gilles. \"Computer Code as a Medium for Human Communication: Are Programming\u00a0 Languages Improving?\" Proceedings of the 21st Working Conference on the Psychology\u00a0 of Programmers Interest Group. No. CONF. University of Limerick, 2009.\r\n\r\nThis scholarly article discusses implications of coding that\u00a0go\u00a0further than just commanding a computer,\u00a0focuses on\u00a0how coding is becoming a channel for communication between individuals.\u00a0The article explores the increase in team usage in the field of computer science, suggesting\u00a0that the ability to understand the code that other\u2019s write is extremely important.\u00a0The article also\u00a0examines a key role of communication in programming, which is\u00a0communication\u00a0between programmers and stakeholders.\u00a0The\u00a0study\u00a0described\u00a0in the article used\u00a0eye-tracking and social behavioral\u00a0evidence to support the claim that programming languages are\u00a0developing as a channel for human communication. This article supports my argument that there is communication involved in programming.\r\n\r\nGrafwallner,\u00a0Peg. \u201cEncoding Literacy in Computer Science.\u201d\u00a0Edutopia<\/em>, George Lucas Educational Foundation, 10 Jan. 2018, www.edutopia.org\/article\/encoding-literacy-computer-science.\r\n\r\nThis non-academic article discusses an instructional coach\u00a0and computer science teacher\u2019s\u00a0experiences\u00a0with\u00a0implementing\u00a0literacy lessons into a computer science class.\u00a0The article examines the various ways in which reading literature\u00a0differs\u00a0from reading code. The\u00a0researchers\u00a0found that reading takes place in\u00a0the form of understanding directions\u00a0by thinking about them in a successive but theoretical manner. The\u00a0computer science class was taught with an emphasis on literacy through directions, ultimately proving to\u00a0boost\u00a0the success of the students\u2019 ability to program.\u00a0This article will\u00a0enhance\u00a0my argument that programming has its own complex literacy and support the idea that literacy skills\u00a0benefit programming ability.\r\n\r\nHarris, Ana. \u201cHuman Languages vs. Programming Languages.\u201d\u00a0Medium<\/em>, Medium, 1 Nov. 2018,\u00a0 medium.com\/@anaharris\/human-languages-vs-programming-languages-c89410f13252.\r\n\r\nThis non-academic article compares natural languages with programming languages, primarily using the author\u2019s experiences as a linguist and a programmer.\u00a0The article explores the criteria for something to be considered a language and explains how programming languages can be categorized in this way. It goes on to examine\u00a0the\u00a0similarities\u00a0and differences\u00a0between human languages and programming languages.\u00a0The findings of this article suggest that understanding these\u00a0similarities\u00a0and differences\u00a0will help\u00a0to advance machine translation and speech recognition. This article supports my argument that programming is its own unique literacy by showing\u00a0how it is a\u00a0language in itself.\r\n\r\nHermans,\u00a0Felienne, and Marlies\u00a0Aldewereld. \"Programming is writing is\u00a0 programming.\"\u00a0Companion to the first International Conference on the Art, Science and\u00a0<\/em> Engineering of Programming<\/em>. 2017.\r\n\r\nThis scholarly article\u00a0explores\u00a0the similarities and differences between programming and writing.\u00a0This article\u00a0uncovers\u00a0many of the parallels between the writing process and the coding workflow\u00a0by\u00a0comparing various\u00a0practices that are\u00a0frequently\u00a0performed in\u00a0both fields.\u00a0The results of the study show that there are many\u00a0similarities\u00a0between the two,\u00a0which\u00a0leads\u00a0the idea that programming education may be able to adapt\u00a0some\u00a0teaching methods primarily used in writing education. This article supports the idea that the literacy practice of writing is prevalent in programming and strengthens the argument that\u00a0programming has its own complex literacy.\r\n\r\nJacob, Sharin Rawhiya, and Mark Warschauer. \"Computational thinking and literacy.\"\u00a0Journal\u00a0<\/em> of Computer Science Integration<\/em>\u00a01.1.\u00a02018.\r\n\r\nThis scholarly article discusses\u00a0programming education in K-12 schools and its correlation with literacy education.\u00a0This\u00a0article\u00a0explores the ways in which computational thinking is its own literacy,\u00a0how literary skills can lead to stronger computational skills, and how computational skills can improve literacy\u00a0development.\u00a0This article found that computational thinking is its own form of literacy, making a case for the integration of\u00a0computer science courses in K-12 schools. This article supports my argument that computer science is its own form of literacy and strengthens my\u00a0idea that both literacy skills and programming skills benefit one another.\r\n\r\nRiemer, Marc J. \"Communication skills for the 21st century engineer.\" Global J. of\u00a0Engng.\u00a0 Educ 11.1 (2007): 89-100.\r\n\r\nThis scholarly article discusses the importance of communication skills within the field of engineering. By exploring\u00a0various\u00a0situations in which communication is necessary, the article shows that communication and language skills are a key asset for\u00a0modern engineers.\u00a0The article focuses primarily\u00a0on English language\u00a0and communication\u00a0skills, but also discusses the benefits that come\u00a0with being a bilingual engineer.\u00a0The findings of this article suggest that\u00a0an increase in communication and language courses in college curriculums will produce more successful engineers.\u00a0This article will be useful in supporting my argument that communication is important within the field of computer science.\r\n\r\nR\u00a0Hassenfeld, Ziva, et al. \u201cIf You Can Program, You Can Write: Learning Introductory\u00a0Programming Across Literacy Levels.\u201d\u00a0Journal of Information Technology Education: Research<\/em>, vol. 19, 2020, pp. 065\u2013085., doi:10.28945\/4509.\r\n\r\nThis scholarly article explores the\u00a0results of an elementary school plan to\u00a0combine\u00a0computer\u00a0programming\u00a0education\u00a0with reading and writing in\u00a0an\u00a0elementary school.\u00a0The article discusses\u00a0results from a test on literacy and an assessment of\u00a0students\u2019\u00a0understanding of an introductory program language, drawing\u00a0conclusions based upon their correlation.\u00a0The purpose of this article was to\u00a0analyze the\u00a0connection between\u00a0students\u2019 literacy\u00a0levels\u00a0and\u00a0their height of achievement in grasping an introductory programming language.\u00a0The results of this study indicate that there\u00a0are\u00a0fundamental understandings and\u00a0constructs that are shared\u00a0by literacy and computer programming.\r\n\r\nSchoeman, Marthie. \"Reading skills can predict the programming performance of novices: an eye-tracking study.\"\u00a0Perspectives in Education<\/em>\u00a037.2 (2019): 35-52.\r\n\r\nThis scholarly article discusses a study of the relationship between reading skills and the\u00a0ability to code. The results of the study show that students with low reading skills failed the programming component, while those with higher reading skills did better overall. These results depict the fact that reading skills do play a role in one\u2019s ability to learn programming, attributing this relation to the fact that programming is high-level written language in its own sense. This article is useful to my essay, as it displays how the literacy practice of reading is prevalent in programming.\r\n\r\nVee, Annette. \u201cComputer Programming as Literacy.\u201d\u00a0Coding Literacy<\/em>, 2017, pp. 445\u2013452., doi:10.7551\/mitpress\/10655.003.0003.\r\n\r\nThis excerpt from \u201cCoding Literacy: How Computer Programming is Changing Writing\u201d discusses how programming is a\u00a0literacy in itself. The purpose of this article is to examine the connection between programming and writing, focusing on\u00a0how\u00a0programming is affecting modern literacy.\u00a0\u00a0The article examines the ways in which\u00a0studying programming from a humanities lens\u00a0connects to literacy research that focuses on\u00a0how people\u00a0manage with technological entities.\u00a0The author finds that programming is its own form of literacy, as it includes aspects of writing and communication, stating that computer programs are constantly being used in our\u00a0everyday\u00a0lives\u00a0to read our interests and taste through many applications.","rendered":"

English 102, February 2021<\/h3>\n

My final research essay will\u00a0cover the ways in which the literary aspects of reading, writing, and communication are involved in the field of computer science.\u00a0I chose to focus on computer science for two main reasons. Firstly, I am pursuing a degree in this field and have a love and passion for programming. Secondly, computer programming is becoming a massive\u00a0filed\u00a0as time\u00a0passes, due to the national increase in automation\u00a0throughout the workforce.\u00a0This means that it is a topic that is very relevant, and that it is a topic that has an impact on more individuals than just computer programmers.\u00a0The argument that I will be making throughout\u00a0my\u00a0essay is that computer programming\u00a0is a \u201clanguage,\u201d meaning that it is its own unique form of literacy.\u00a0The process that I will utilize to display the various ways in which literacy is involved in the field of computer science and to create a strong, cohesive argument\u00a0involves three key steps. The first of which is analyzing\u00a0the ways in which computer programming\u00a0involves reading, writing, and communication. Using the evidence from the previous sections of my essay and further sourcing,\u00a0I will then discuss how computer programming is its own unique form of literacy. Finally, I will use evidence from earlier sections of my essay and further research to show how\u00a0literacy skills and programming ability benefit one another.\u00a0This organizational structure can best be described as climatic, as I am building up the essay to reach the point\u00a0of\u00a0proposing\u00a0a\u00a0use\u00a0of the research that I have composed.<\/p>\n

In order to effectively compile and display all necessary and relevant research, I have proposed\u00a0six research questions that I will answer throughout my final research essay. The first three\u00a0questions are: \u201cHow is writing used within the field of computer\u00a0science?,\u201d \u201cHow is reading applicable to the field of computer\u00a0science?,\u201d and \u201cHow is communication involved in the field of computer\u00a0science?\u201d\u00a0These three questions work together to\u00a0analyze\u00a0the ways in which\u00a0the literacy aspects of reading, writing, and communication are involved in the field of computer science.\u00a0The next question that I will answer is: \u201cIs computer programming its own literacy in the same way that English is its own\u00a0literacy?\u201d This question will incorporate the\u00a0evidence gathered from the first three research questions and use further research\u00a0to show how programming can be considered its own language. This leads\u00a0into\u00a0the\u00a0final question that I will\u00a0be\u00a0answering: \u201cDo programming ability and literacy skills\u00a0have benefit one\u00a0another?\u201d This question uses the research on how computer programming involved literacy, how computer programming can be described as a language of its own, and further research to depict how these findings can impact the ways in which computer science is taught\u00a0academically.<\/p>\n

Using these research questions as a guide, I was able to find an ample amount of research on my topic.\u00a0I found that there were two\u00a0common \u201ccategories\u201d that research on the topic of\u00a0literacy within\u00a0the field\u00a0computer\u00a0science\u00a0falls\u00a0under. The first is\u00a0research on how computer science involves one specific aspect of literacy, whether it be reading, writing, or communication. The second is research on\u00a0the relation between literacy\u00a0skills\u00a0and\u00a0ability\u00a0to learn programming efficiently. Although most of the research on this topic does not analyze how computer programming is a literacy of its own, it does allow for me to piece together how reading, writing,\u00a0and communication are used within the field to create a strong argument on the topic. I also found a few interesting\u00a0articles that do not specifically focus on literacy at all, but that I can use to further examine the literacy involved in computer programming. The article\u00a0that most directly falls under this category is: \u201cClassifying\u00a0Programming\u00a0Languages.\u201d<\/p>\n

Through the extensive research that I have done, I have found which academic fields care about\u00a0my topic. These include, but are not limited to,\u00a0computer\u00a0science, Literacy\u00a0Studies, STEM fields, engineering, communication, education, information technology, psychology, and\u00a0sociology.\u00a0These academic fields all have varying levels of interest in my topic, as though most interested are\u00a0the fields of\u00a0computer science, literacy studies, and education. Although that is\u00a0the case,\u00a0all of\u00a0these fields have an interest in this topic for their own unique purposes,\u00a0meaning\u00a0that the ways in which this topic is analyzed by\u00a0researched\u00a0is very wide.\u00a0This\u00a0implies\u00a0that the research I obtain is inclusive and is not\u00a0limiting\u00a0to the angle of approach from which I can\u00a0address my\u00a0findings.<\/p>\n

An outline of the layout that I plan to use for my final research essay is as follows:<\/p>\n

I will open my essay with a sentence that\u00a0hooks\u00a0the reader in, most likely\u00a0surrounding the idea that a traditional STEM field includes literacy. I will then\u00a0give an overview of what programming is and explain the\u00a0importance of programming in my own life.\u00a0Explaining how programming is relevant in my life and important to me will capture the attention of the reader, as people enjoy\u00a0to read\u00a0something that is more personal and in narrative form. I would usually end the introduction with a thesis statement detailing the main points that I will\u00a0address throughout my essay,\u00a0but I am going to experiment with conveying my thesis throughout the essay.<\/p>\n

After my introduction, I will address the ways in which writing is\u00a0prevalent\u00a0within the field of computer science and programming in general.\u00a0I will use the sources, \u201cProgramming is Writing is Programming,\u201d \u201cif You Can Program, You Can Write: Learning Introductory Programming Across Literacy Levels,\u201d and \u201cComputer Programming as Literacy,\u201d to support\u00a0the idea that writing is involved in Computer Programming.<\/p>\n

I will then address the ways in which reading is prevalent within the field of computer science and programming in general. The sources that I will use to back up the idea that reading is involved in computer programming are \u201cEncoding Literacy in Computer Science\u201d and \u201cReading skills can predict the programming performance of novices: an eye-tracking study.\u201d<\/p>\n

Next, I will discuss the ways in which communication is used and its importance within the field of computer science.\u00a0The sources that I will use in this section include\u00a0\u201cComputer Code as a Medium for Human Communication: Are Programming Languages Improving?\u201d and \u201cCommunication Skills for the 21st\u00a0Century engineer.\u201d<\/p>\n

The next section of my essay will focus on how computer programming can be considered its own unique form of literacy. I will\u00a0open up\u00a0this paragraph by\u00a0discussing my experiences with learning to program. My struggles did not come with the computational side of computing, but rather with the\u00a0syntax and formatting side of coding. This will lead me into the use of my first source,\u00a0\u201cClassifying Programming Languages.\u201d I will use this source to show how complex the world of programming is, with syntax and grammar of its own, and compare it to the grammar\u00a0and structure used in human language.\u00a0I will spend the rest of this section discussing findings on how programming can be considered a language of its own. I will do this through the usage of many academic sources and usage of my own personal experiences whenever most appropriate. The sources that I will use in this section include\u00a0\u201cRole and meaning of functional science, technological and engineering literacy in problem-based learning,\u201d\u00a0\u201cHuman Languages vs. Programming Languages,\u201d and \u201cComputer Programming as Literacy.\u201d<\/p>\n

The next and final section of my research essay will cover\u00a0how literacy skills and programming ability benefit one another.\u00a0I will open this section by discussing how my reading ability has helped me to adapt to programming more quickly than some of my peers who have struggled with reading in the past.\u00a0I will continue this section by discussing various academic articles that focus\u00a0on how literacy skills can improve\u00a0ability\u00a0to learn to program. These articles include \u201cComputational Thinking and Literacy\u201d and \u201cReading skills can predict the programming performance of novices: an eye-tracking study.\u201d\u00a0Using this information, I will discuss how these findings show that teaching\u00a0programming\u00a0to young people in ways that literacy is taught\u00a0may be more effective than\u00a0just\u00a0the typical STEM\u00a0approach. The academic articles that I will use to back this up include \u201cCoding as another language: a pedagogical approach for teaching computer science in early childhood,\u201d \u201cEncoding\u00a0Literacy in Computer Science,\u201d \u201cComputational Thinking and Literacy,\u201d and \u201cIf You Can Program, You Can Write: Learning Introductory Programming Across Literacy Levels.\u201d<\/p>\n

I will conclude my research essay by discussing how literacy is involved in many STEM fields, contrary to popular belief. I\u00a0will discuss the future of programming in general, placing a special emphasis on what the findings outlined in my essay mean for the future of programming\u00a0education. The paragraph and essay will end with a concluding sentence that leads the reader to both becoming more interested in\u00a0programming\u00a0and to look for\u00a0literacy in activities that may\u00a0not commonly be thought of as involving\u00a0literacy.<\/p>\n

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 <\/p>\n

Annotated Bibliography<\/p>\n

Bers, Marina\u00a0Umaschi. “Coding as another language: a pedagogical approach for teaching\u00a0 computer science in\u00a0early childhood.”\u00a0Journal of Computers in Education<\/em>\u00a06.4 (2019):\u00a0 499-528.<\/p>\n

This scholarly article discusses a\u00a0new method of teaching computer science to young children\u00a0starting in kindergarten.\u00a0This\u00a0new approach\u00a0to\u00a0teaching\u00a0early childhood programming\u00a0is\u00a0called \u201cCoding as Another Language.\u201d\u00a0This method of teaching coding deviates from the typical STEM approach,\u00a0offering\u00a0the proposition that computer science teaching can be\u00a0enhanced by\u00a0incorporating the\u00a0design of literacy\u00a0instruction, due\u00a0to\u00a0the\u00a0parallels that exists between natural languages and programming languages.\u00a0This article will be useful\u00a0to me\u00a0by\u00a0enhancing my argument\u00a0that programming has its own complex literacy through the\u00a0exploration of the\u00a0similarities\u00a0between natural languages and programming languages.<\/p>\n

Cencelj, Zvonka, et al. “Role and meaning of functional science, technological and engineering\u00a0 literacy in problem-based learning.”\u00a0Journal of Baltic Science Education<\/em>\u00a018.1 (2019):\u00a0 132-146.<\/p>\n

This academic article discusses functional literacy in STEM fields\u00a0for problem-based learning. The article discusses the\u00a0growing dilemma in the fields of STEM regarding a lack of functional literacy, which is defined as the ability to apply\u00a0reading, writing, and communication\u00a0to a specific field. The importance of being able to create and read written texts in the fields of science, technology, and engineering are discussed.\u00a0The results show that\u00a0competency in functional literacy\u00a0leads to success in STEM subjects. Since computer science is in an engineering discipline, this article will enhance the argument that\u00a0literacy skills benefit programming ability.<\/p>\n

\u201cClassifying Programming Languages.\u201d\u00a0Pltypes<\/em>, Loyola Marymount University,<\/p>\n

cs.lmu.edu\/~ray\/notes\/pltypes\/.<\/p>\n

This non-academic article focuses on classifying various programming languages using a wide array of methodologies.\u00a0Through the consideration of\u00a0comparative aspects,\u00a0many of the most common programming languages were divided into eight categories.\u00a0For each category being considered, the syntax, structure, and abilities\u00a0were examined and compared to those of the other categories.\u00a0The article\u00a0also explains\u00a0various programming styles or \u201cparadigms\u201d\u00a0that are commonly used within computer science. This article will enhance my argument that programming has its own complex literacy through the comparison of the\u00a0many styles of programming\u00a0and the many ways\u00a0styles of writing.<\/p>\n

Dubochet, Gilles. “Computer Code as a Medium for Human Communication: Are Programming\u00a0 Languages Improving?” Proceedings of the 21st Working Conference on the Psychology\u00a0 of Programmers Interest Group. No. CONF. University of Limerick, 2009.<\/p>\n

This scholarly article discusses implications of coding that\u00a0go\u00a0further than just commanding a computer,\u00a0focuses on\u00a0how coding is becoming a channel for communication between individuals.\u00a0The article explores the increase in team usage in the field of computer science, suggesting\u00a0that the ability to understand the code that other\u2019s write is extremely important.\u00a0The article also\u00a0examines a key role of communication in programming, which is\u00a0communication\u00a0between programmers and stakeholders.\u00a0The\u00a0study\u00a0described\u00a0in the article used\u00a0eye-tracking and social behavioral\u00a0evidence to support the claim that programming languages are\u00a0developing as a channel for human communication. This article supports my argument that there is communication involved in programming.<\/p>\n

Grafwallner,\u00a0Peg. \u201cEncoding Literacy in Computer Science.\u201d\u00a0Edutopia<\/em>, George Lucas Educational Foundation, 10 Jan. 2018, www.edutopia.org\/article\/encoding-literacy-computer-science.<\/p>\n

This non-academic article discusses an instructional coach\u00a0and computer science teacher\u2019s\u00a0experiences\u00a0with\u00a0implementing\u00a0literacy lessons into a computer science class.\u00a0The article examines the various ways in which reading literature\u00a0differs\u00a0from reading code. The\u00a0researchers\u00a0found that reading takes place in\u00a0the form of understanding directions\u00a0by thinking about them in a successive but theoretical manner. The\u00a0computer science class was taught with an emphasis on literacy through directions, ultimately proving to\u00a0boost\u00a0the success of the students\u2019 ability to program.\u00a0This article will\u00a0enhance\u00a0my argument that programming has its own complex literacy and support the idea that literacy skills\u00a0benefit programming ability.<\/p>\n

Harris, Ana. \u201cHuman Languages vs. Programming Languages.\u201d\u00a0Medium<\/em>, Medium, 1 Nov. 2018,\u00a0 medium.com\/@anaharris\/human-languages-vs-programming-languages-c89410f13252.<\/p>\n

This non-academic article compares natural languages with programming languages, primarily using the author\u2019s experiences as a linguist and a programmer.\u00a0The article explores the criteria for something to be considered a language and explains how programming languages can be categorized in this way. It goes on to examine\u00a0the\u00a0similarities\u00a0and differences\u00a0between human languages and programming languages.\u00a0The findings of this article suggest that understanding these\u00a0similarities\u00a0and differences\u00a0will help\u00a0to advance machine translation and speech recognition. This article supports my argument that programming is its own unique literacy by showing\u00a0how it is a\u00a0language in itself.<\/p>\n

Hermans,\u00a0Felienne, and Marlies\u00a0Aldewereld. “Programming is writing is\u00a0 programming.”\u00a0Companion to the first International Conference on the Art, Science and\u00a0<\/em> Engineering of Programming<\/em>. 2017.<\/p>\n

This scholarly article\u00a0explores\u00a0the similarities and differences between programming and writing.\u00a0This article\u00a0uncovers\u00a0many of the parallels between the writing process and the coding workflow\u00a0by\u00a0comparing various\u00a0practices that are\u00a0frequently\u00a0performed in\u00a0both fields.\u00a0The results of the study show that there are many\u00a0similarities\u00a0between the two,\u00a0which\u00a0leads\u00a0the idea that programming education may be able to adapt\u00a0some\u00a0teaching methods primarily used in writing education. This article supports the idea that the literacy practice of writing is prevalent in programming and strengthens the argument that\u00a0programming has its own complex literacy.<\/p>\n

Jacob, Sharin Rawhiya, and Mark Warschauer. “Computational thinking and literacy.”\u00a0Journal\u00a0<\/em> of Computer Science Integration<\/em>\u00a01.1.\u00a02018.<\/p>\n

This scholarly article discusses\u00a0programming education in K-12 schools and its correlation with literacy education.\u00a0This\u00a0article\u00a0explores the ways in which computational thinking is its own literacy,\u00a0how literary skills can lead to stronger computational skills, and how computational skills can improve literacy\u00a0development.\u00a0This article found that computational thinking is its own form of literacy, making a case for the integration of\u00a0computer science courses in K-12 schools. This article supports my argument that computer science is its own form of literacy and strengthens my\u00a0idea that both literacy skills and programming skills benefit one another.<\/p>\n

Riemer, Marc J. “Communication skills for the 21st century engineer.” Global J. of\u00a0Engng.\u00a0 Educ 11.1 (2007): 89-100.<\/p>\n

This scholarly article discusses the importance of communication skills within the field of engineering. By exploring\u00a0various\u00a0situations in which communication is necessary, the article shows that communication and language skills are a key asset for\u00a0modern engineers.\u00a0The article focuses primarily\u00a0on English language\u00a0and communication\u00a0skills, but also discusses the benefits that come\u00a0with being a bilingual engineer.\u00a0The findings of this article suggest that\u00a0an increase in communication and language courses in college curriculums will produce more successful engineers.\u00a0This article will be useful in supporting my argument that communication is important within the field of computer science.<\/p>\n

R\u00a0Hassenfeld, Ziva, et al. \u201cIf You Can Program, You Can Write: Learning Introductory\u00a0Programming Across Literacy Levels.\u201d\u00a0Journal of Information Technology Education: Research<\/em>, vol. 19, 2020, pp. 065\u2013085., doi:10.28945\/4509.<\/p>\n

This scholarly article explores the\u00a0results of an elementary school plan to\u00a0combine\u00a0computer\u00a0programming\u00a0education\u00a0with reading and writing in\u00a0an\u00a0elementary school.\u00a0The article discusses\u00a0results from a test on literacy and an assessment of\u00a0students\u2019\u00a0understanding of an introductory program language, drawing\u00a0conclusions based upon their correlation.\u00a0The purpose of this article was to\u00a0analyze the\u00a0connection between\u00a0students\u2019 literacy\u00a0levels\u00a0and\u00a0their height of achievement in grasping an introductory programming language.\u00a0The results of this study indicate that there\u00a0are\u00a0fundamental understandings and\u00a0constructs that are shared\u00a0by literacy and computer programming.<\/p>\n

Schoeman, Marthie. “Reading skills can predict the programming performance of novices: an eye-tracking study.”\u00a0Perspectives in Education<\/em>\u00a037.2 (2019): 35-52.<\/p>\n

This scholarly article discusses a study of the relationship between reading skills and the\u00a0ability to code. The results of the study show that students with low reading skills failed the programming component, while those with higher reading skills did better overall. These results depict the fact that reading skills do play a role in one\u2019s ability to learn programming, attributing this relation to the fact that programming is high-level written language in its own sense. This article is useful to my essay, as it displays how the literacy practice of reading is prevalent in programming.<\/p>\n

Vee, Annette. \u201cComputer Programming as Literacy.\u201d\u00a0Coding Literacy<\/em>, 2017, pp. 445\u2013452., doi:10.7551\/mitpress\/10655.003.0003.<\/p>\n

This excerpt from \u201cCoding Literacy: How Computer Programming is Changing Writing\u201d discusses how programming is a\u00a0literacy in itself. The purpose of this article is to examine the connection between programming and writing, focusing on\u00a0how\u00a0programming is affecting modern literacy.\u00a0\u00a0The article examines the ways in which\u00a0studying programming from a humanities lens\u00a0connects to literacy research that focuses on\u00a0how people\u00a0manage with technological entities.\u00a0The author finds that programming is its own form of literacy, as it includes aspects of writing and communication, stating that computer programs are constantly being used in our\u00a0everyday\u00a0lives\u00a0to read our interests and taste through many applications.<\/p>\n","protected":false},"author":253,"menu_order":34,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["parker-2"],"pb_section_license":""},"chapter-type":[],"contributor":[73],"license":[],"class_list":["post-255","chapter","type-chapter","status-publish","hentry","contributor-parker-2"],"part":158,"_links":{"self":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/255","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/users\/253"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/255\/revisions"}],"predecessor-version":[{"id":578,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/255\/revisions\/578"}],"part":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/parts\/158"}],"metadata":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/255\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/media?parent=255"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapter-type?post=255"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/contributor?post=255"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/license?post=255"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}