Casting the runes and parsing them: Unpacking software mediation, interactions, and computational literacy in non-conventional programming configurations
Nøgleord:
21. århundredes kompetencer, literacy, computational literacy, computational media, non-STEM programmers, software mediation, literate computing, self-concept, empowerment, competencies, handlekompetenceSynopsis
Abstract
This dissertation is an investigation of computational literacy and how it is shaped by software use and mediation. Early visionaries such as Perlis and Naur recognized the need for everyone to learn computing, but these ideals are yet to be fully realized. Arguably, a narrow focus on computational thinking is the more popular approach in contemporary computing education research and policymaking. Another branch of researchers, in particular Kay and diSessa, have argued for the need for providing the right media for computing. In line with them, I argue that a more materially grounded literacy is a necessary step. By extension, this means providing a better understanding of how these material conditions (e.g., software) influence the development of computational literacy.
Through eight studies, I have employed a mix of qualitative methods and constructive design research. The qualitative methods fall under ethnography, technography, and retrospective autoethnography. The empirically grounded research draws from interviews with five humanities students, interviews and observations of four biomolecular scientists, interviews with 12 experienced programmers, and a workshop and observations of 12 experienced knitters. These interviews focused on their experiences with programming, their ability to use and appropriate unfamiliar software, and their feelings of mastery and disempowerment. This is supplemented with technographic investigations of computational media, literate computing environments, and programming interfaces that focuses on the mediating qualities of software for programming such as interaction, semiotics, ethics, and transformation.
My work has shown the importance of the material foundations of computational literacy in these contexts. More specifically, the material conditions affect this literacy in multiple ways such as the dissonance between software visions, people’s expectations, and the practical implementations. People experience disempowerment and crises and resolve those through various means such as enrolling a more capable peer or incorporating supporting artifacts. The dissertation further presents computational media as a promising, yet fragile software paradigm and shows how this paradigm blends use and development, inscribes particular user roles, and balances between evoking trust and alienation in its users. Finally, by emphasizing a theoretical lens of self-concept in the context of computational literacy, the dissertation provides a view of literacy as a product of continuous experiences and confirmations from people’s social and material lifeworlds.
These findings should resonate with scholars of new media, human-computer interaction, and computing education, as the dissertation explores the complex mutual relationships between people’s cultural, social, and material environments as well as their ongoing and sometimes contradictory ways of seeing themselves. Computational literacy can be emancipatory for everyone, not just for computer scientists, yet the development of literacy demands adequate conditions. This dissertation is an argument for the importance of those conditions.
Dansk resumé
At riste og råde runerne: En udlægning af mediering, interaktion og datalogiske kompetencer i ukonventionelle programmeringskonfigurationer
Denne afhandling er skrevet på engelsk. Jeg benytter engelske begreber, som desværre er vanskelige at oversætte uden at miste noget af deres betydning. Eksempelvis er der på engelsk en forskel mellem literacy og kompetencer, som ikke findes på samme måde på dansk. Computational har jeg nogle steder i det følgende oversat til datalogisk, selvom der er en mindre begrebsmæssig forskel. Ligeledes har jeg oversat computing til datalære, hvor det er hensigtsmæssigt.
Afhandlingen er en undersøgelse af datalogiske kompetencer (en. computational literacy), og hvordan de formes af softwarebrug og -mediering. Tidlige visionærer som Perlis og Naur indså behovet for, at alle skulle lære datalære, men disse idealer er endnu ikke opfyldt. Et snævert fokus på datalogisk tænkning (en. computational thinking) er tilsyneladende en mere populær tilgang i aktuel uddannelsesforskning og på den politiske dagsorden. En forskningsgren, anført af blandt andre Kay og diSessa, har argumenteret for behovet for de rigtige medier i datalære (en. computing). I tråd med disse argumenter italesætter jeg også det nødvendige i mere materielt funderede kompetencer. Det betyder altså i denne sammenhæng, at der er behov for en bedre forståelse af, hvordan de materielle betingelser (fx software) påvirker udviklingen af datalogiske kompetencer.
Gennem otte studier har jeg anvendt en kombination af kvalitative metoder og konstruktiv designforskning. De kvalitative metoder er mere specifikt etnografi, teknografi og retrospektiv autoetnografi. Min empirisk funderede forskning trækker på interviews med fem humanistiske studerende, interviews og observationer med fire biomolekylære forskere, interviews med tolv erfarne programmører og en workshop og observationer med tolv erfarne strikkere. Fokus i interviews og observationer var deltagernes erfaringer med programmering, deres evne til at bruge og tilegne sig ukendt software samt deres følelse af mestring og umyndiggørelse. Dette blev suppleret med teknografiske undersøgelser af computational medier, literate computing-miljøer og programmeringsinterfaces med fokus på de medierende kvaliteter i programmeringssoftware, eksempelvis interaktion, semiotik, etik og transformation.
Mit arbejde har demonstreret betydningen af det materielle fundament for datalogiske kompetencer i disse kontekster. Mere specifikt påvirker de materielle betingelser kompetencerne på flere måder, eksempelvis i form af dissonans mellem softwarevisioner, forventninger og praktiske implementeringer. Deltagerne oplever umyndiggørelse og kriser, som de løser på forskellige måder, blandt andet ved indrullering af mere kompetente ligesindede eller inkorporering af andre artefakter. Afhandlingen præsenterer derudover computational medier som et lovende, men skrøbeligt softwareparadigme og viser, hvordan paradigmet blander brug og udvikling, indskriver bestemte brugerroller og balancerer mellem tillid og fremmedgørelse for de mennesker, som har med det at gøre. Slutteligt bidrager afhandlingen med et perspektiv på kompetencer, der bygger på selvbegreb som et teoretisk indgangsvinkel. I dette perspektiv er kompetence et produkt af folks løbende erfaringer og bekræftelser fra deres sociale og materielle livsverdener.
Mine resultater skulle gerne give genlyd blandt forskere med interesse i nye medier, menneske-maskin-interaktion og informatikundervisning. Dette skyldes især, at afhandlingen udforsker de komplekse og gensidige forhold mellem folks kulturelle, sociale og materielle omverden samt de løbende og ofte selvmodsigende måder, de ser sig selv. Datalogiske kompetencer kan være frigørende og dannende for alle, ikke bare for dataloger og programmører, men udviklingen af disse kompetencer forudsætter altså tilstrækkelige betingelser. Denne afhandling er et argument for vigtigheden af disse betingelser.
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