Coding literacy : (Record no. 73510)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 04642nam a2200709 i 4500 |
| 001 - CONTROL NUMBER | |
| control field | 8025878 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20220712204910.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 171107s2017 mauab ob 001 eng d |
| 019 ## - | |
| -- | 999543549 |
| -- | 1003205290 |
| -- | 1003526662 |
| -- | 1004155169 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| ISBN | 9780262340236 |
| -- | electronic bk. |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| -- | electronic bk. |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| -- | electronic bk. |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| -- | electronic bk. |
| 082 04 - CLASSIFICATION NUMBER | |
| Call Number | 302.22440285 |
| 100 1# - AUTHOR NAME | |
| Author | Vee, Annette, |
| 245 10 - TITLE STATEMENT | |
| Title | Coding literacy : |
| Sub Title | how computer programming is changing writing / |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 1 PDF (xi, 361 pages) : |
| 490 1# - SERIES STATEMENT | |
| Series statement | Software studies |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Remark 2 | Introduction : Computer programming as literacy -- Coding for everyone and the legacy of mass literacy -- Sociomaterialities of programming and writing -- Material infrastructures of programming and writing -- Literacy for everyday life -- Conclusion : Promoting coding literacy : lessons from reading and writing. |
| 520 8# - SUMMARY, ETC. | |
| Summary, etc | The message from educators, the tech community, and even politicians is clear: everyone should learn to code. To emphasize the universality and importance of computer programming, promoters of coding for everyone often invoke the concept of "literacy," drawing parallels between reading and writing code and reading and writing text. In this book, Annette Vee examines the coding-as-literacy analogy and argues that it can be an apt rhetorical frame. The theoretical tools of literacy help us understand programming beyond a technical level, and in its historical, social, and conceptual contexts. Viewing programming from the perspective of literacy and literacy from the perspective of programming, she argues, shifts our understandings of both. Computer programming becomes part of an array of communication skills important in everyday life, and literacy, augmented by programming, becomes more capacious. Vee examines the ways that programming is linked with literacy in coding literacy campaigns, considering the ideologies that accompany this couplig, and she looks at how both writing and programming encode and distribute information. She explores historical parallels between writing and programming, using the evolution of mass textual literacy to shed light on the trajectory of code from military and government infrastructure to large-scale businesses to personal use. Writing and coding were institutionalized, domesticated, and then established as a basis for literacy. |
| 650 #0 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| General subdivision | History. |
| 650 #0 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| General subdivision | History. |
| 650 #0 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| General subdivision | History. |
| 650 #0 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| General subdivision | Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| General subdivision | Study and teaching. |
| 650 #7 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| General subdivision | Study and teaching. |
| 650 #7 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| General subdivision | Study and teaching. |
| 856 42 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://ieeexplore.ieee.org/xpl/bkabstractplus.jsp?bkn=8025878 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | eBooks |
| 264 #1 - | |
| -- | Cambridge, Massachusetts : |
| -- | The MIT Press, |
| -- | [2017] |
| 264 #2 - | |
| -- | [Piscataqay, New Jersey] : |
| -- | IEEE Xplore, |
| -- | [2017] |
| 336 ## - | |
| -- | text |
| -- | rdacontent |
| 337 ## - | |
| -- | electronic |
| -- | isbdmedia |
| 338 ## - | |
| -- | online resource |
| -- | rdacarrier |
| 588 ## - | |
| -- | Print version record. |
| 650 #0 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| -- | Computers and literacy. |
| 650 #0 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| -- | Literacy |
| 650 #0 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| -- | Computer literacy. |
| 650 #0 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| -- | Written communication |
| 650 #0 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| -- | Programming languages (Electronic computers) |
| 650 #0 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| -- | Rhetoric |
| 650 #0 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| -- | Computer programming |
| 650 #7 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| -- | Computer literacy. |
| 650 #7 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| -- | Computer programming |
| 650 #7 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| -- | Computers and literacy. |
| 650 #7 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| -- | Literacy. |
| 650 #7 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| -- | Programming languages (Electronic computers) |
| 650 #7 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| -- | Rhetoric |
| 650 #7 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| -- | Written communication. |
No items available.