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
>
>