IP: Public Release of "Being Fluent with Information Technology"

[DAVE FARBER <farber () cis upenn edu>]

> From: "Herb Lin" <HLin () nas edu>
> To: farber () cis upenn edu
> Date: Fri, 9 Apr 1999 13:05:20 -0400
>
> Folks --
>
> The Computer Science and Telecommunications Board (CSTB) of the National
> Research Council is pleased announce the public release of a new report entitled
> "Being Fluent with Information Technology."  Seeking to understand what is
> necessary for people to use information technology effectively today and to
> adapt to changes in information technology tomorrow, the authoring committee
> (listed at the end of this note) decided that "literacy"was too limited a term,
> as it is usually limited in the information technology context to the ability to
> use a few applications like a spreadsheet program or a word processor.
>
>     The new report approaches the problem of understanding information
> technology from the standpoint of fluency.   Fluency requires a deeper
> understanding of how computers work and mastery of technology for information
> processing, communication, and problem solving.  Developing fluency is a
> life-long learning process that requires people to continually build on their
> knowledge of information technology to apply it more effectively in their lives.
> Fluency is also characterized by different levels of sophistication in a
> person's understanding and use of technology.
>
>     The report articulates an intellectual framework for fluency with
> information technology using three essential and interrelated components for
> using information technology effectively.
>
> * Intellectual capabilities -- the application and interpretation of computer
> concepts and skills used in problem solving.  Examples include the ability to
> define and clarify a problem and know when it is solved; to understand the
> advantages and disadvantages of apparent solutions to problems; to cope with
> unexpected consequences, as when a computer system does not work as intended;
> and to detect and correct faults, as when a computer shuts down unexpectedly.
>
> * Concepts -- the fundamental ideas and processes that support information
> technology, such as an algorithm; how information is represented digitally; and
> the limitations of information technology.  Understanding basic concepts is
> important, the report says, because technology changes rapidly and can render
> skills obsolete.  A basic understanding also helps in quickly upgrading skills
> and exploiting new opportunities offered by technology.
>
> * Skills -- abilities that are associated with particular hardware and software
> systems.  Skills requirements will change as technology advances, but currently
> they include using word processors, e-mail, the Internet, and other appropriate
> information technology tools effectively.  An individual fluent with information
> technology will always be acquiring new skills and adapting other skills to a
> changing environment.
>
> Although the committee also believed that most people regardless of grade level
> or experience can achieve some level of fluency, the report's implementational
> focus is on college students because institutions of higher learning have the
> most experience developing courses about computers and related information
> systems.  Colleges also serve a large constituency with a broad range of
> interests and specializations to which information technology can be applied.
>
>     The study was funded by the National Science Foundation.
>
>     The pre-publication version of this report (subject to further editorial
> correction) is available on the Web at http://www2.nas.edu/cstbweb (after 4:00
> pm on April 9), and the final version will be available at this address as well.
> Hard copy of the pre-publication version of this report is available on request.
> The final version will be available in book form by mid-May through the National
> Academy Press (800-624-6242 , or http://www.nap.edu).
>
>     Also, CSTB welcomes opportunities to brief this report to interested
> organizations and parties.  If you are interested in arranging such a briefing,
> please contact Herb Lin (hlin () nas edu, 202-334-3191).
>
>
>                           NATIONAL RESEARCH COUNCIL
>         Commission on Physical Sciences, Mathematics, and Applications
>                 Computer Science and Telecommunications Board
>
>                  Committee on Information Technology Literacy
>
>
> Lawrence Snyder (chair)
> Professor of Computer Science and Engineering
> University of Washington
> Seattle
>
> Alfred V. Aho(superscript: *)
> Associate Research Vice President
> Communications Science Research Division
> Bell Laboratories
> Lucent Technologies
> Holmdel, N.J.
>
> Marcia C. Linn
> Professor of Education, and
> Director, Instructional Technology Program
> Graduate School of Education
> University of California
> Berkeley
>
> Arnold H. Packer
> Senior Fellow
> Institute for Policy Studies
> Johns Hopkins University
> Baltimore
>
> Allen B. Tucker Jr.
> Professor of Computer Science
> Department of Mathematics and Computer Science
> Bowdoin College
> Brunswick, Maine
>
> Jeffrey D. Ullman(superscript: *)
> Stanford W. Ascherman Professor of Engineering
> Department of Computer Science
> Stanford University
> Stanford, Calif.
>
> Andries van Dam(superscript: *)
> Thomas J. Watson Jr. University Professor of Technology and Education, and
> Professor of Computer Science
> Department of Computer Science
> Brown University
> Providence, R.I.
>
> (superscript: _________________________________________)
> (superscript: *) Member, National Academy of Engineering