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Computer literacy is the knowledge and ability to use computers and technology efficiently. Computer literacy can also refer to the comfort level someone has with using computer programs and other applications that are associated with computers. Another valuable component of computer literacy is knowing how computers work and operate. Having basic computer skills is a significant asset in the developed countries.
The precise definition of "computer literacy" can vary from group to group. Generally, literate (in the realm of books) connotes one who can read any arbitrary book in their native language[s], looking up new words as they are exposed to them. Likewise, an experienced computer professional may consider the ability to self-teach (i.e. to learn arbitrary new programs or tasks as they are encountered) to be central to computer literacy. In common discourse, however, "computer literate" often connotes little more than the ability to use several very specific applications (usually Microsoft Word, Microsoft Internet Explorer, and Microsoft Outlook) for certain very well-defined simple tasks, largely by rote. (This is analogous to a child claiming that they "can read" because they have rote-memorized several small children's books. Real problems can arise when such a "computer literate" person encounters a new program for the first time, and large degrees of "hand-holding" will likely be required.) Being "literate" and "functional" are generally taken to mean the same thing.
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The level of computer literacy one must achieve to gain an advantage over others depends both on the society one is in and one's place in the social hierarchy. Prior to the development of the first computers in the 1950s, the word computer referred to a person who could count, calculate, compute. The fear of some educators today is that computer training in schools will serve only to train data-entry clerks of the next generation, low level workers of the knowledge economy. On the other hand, some hope that enhanced computer literacy will enable a new generation of cultural producers to make meanings and circulate those in the public sphere. The wildfire of cultural production associated with sites such as Youtube seems to support this notion.
Different countries have different needs for computer literate people due to their society standards and level of technology. The world's digital divide is now an uneven one with knowledge nodes such as India disrupting old North/South dichotomies of knowledge and power.
Computer literacy is considered to be a very important skill to possess while in the first world. Employers want their workers to have basic computer skills because their company becomes ever more dependent on computers. Many companies try to use computers to help run their company faster and cheaper.
Computers are just as common as pen and paper for writing, especially among youth. For many applications - especially communicating - computers are preferred over pen, paper, and typewriters because of their ability to duplicate and retain information and ease of editing.
As personal computers become common-place and they become more powerful, the concept of computer literacy is moving beyond basic functionality to more powerful applications under the heading of multimedia literacy.
Of course, arguments about computers being common-place in the first world assume that everyone in the first world has equal access to the latest forms of technology. However, there is a pronounced digital divide that separates both physical access to technology and the ability to use that technology effectively.
Where computers are widespread, they are also a part of education. Computers are used in schools for many applications such as writing papers or searching the Internet for information. Computer skills are also a subject being specifically taught in many schools, especially from adolescence onward - when the ability to make abstractions forms.
One problematic element of many (though not all) "computer literacy" or computer education programs is that they may resort too heavily on rote memorization. Students may be taught, for example, how to perform several common functions (e.g.: Open a file, Save a file, Quit the program) in very specific ways, using one specific version of one specific program. When a graduate of such a program encounters a competing program, or even a different version of the same program, they may be confused or even frightened by the differences from what they learned. This is one reason why major computer and software firms such as Apple Computer and Microsoft consider the educational market important: The often time-limited computer education provided in schools most often lends itself to rote memorization, creating a sort of vendor lock-in effect whereby graduates are afraid to switch to competing computer systems.
Graduates of computer education programs based around rote memorization may be heard asking things such as "just tell me where to click", and may need to rely upon paper notes for some computing tasks. (Example: A note on the monitor reading "Hit 'enter' after power up.") Many such users may need tremendous amounts of "hand-holding" even after years or decades of daily computer use. (This can be especially frustrating for experienced computer users, who are accustomed to figuring out computers largely on their own.) The primary factor preventing such functionally computer illiterate users from self-educating may simply be fear (of losing data through doing the "wrong thing") or lack of motivation; in any case, more technically oriented friends and relatives often find themselves pressed into service as "free tech support" for such users.
In addition to classes, there are many How-to books that cover various aspects of computer training, such as the popular 'For Dummies' series. There are also many websites that devote themselves to this task, such as The Hitchhiker's Guide to the Internet. Such tutorials often aim at gradually boosting readers' confidence, while teaching them how to troubleshoot computers, fix security issues, set up networks, and use software.
Aspects of computer literacy include:
A higher order of computer literacy involves a user being able to adapt and learn new procedures through various means while using a computer.
Copyright and fairuse laws constitute a mammoth part of computer literacies.
It might be considered that the understanding of copyright and fair use is part of computer literacy. That is, a web author might be deprived of agency by not having knowledge of basic copyright and basic fair use. In the US, in order for an item to be copyrighted, it has to be original and fixed. If that is true, then copyright protection is automatic. Therefore, much of the content on the web is copyright protected.
Knowledge of fair use then becomes a crucial part of computer literacy, as to use under fair use is to use without copyright infringement. Fair use in the US is defined in section 107 of Title 17 of the copyright act. Four factors are relevant: basically, the purpose of the use, the amount used, the nature of the copyrighted work, and the impact of the use on the potential market of the copyright holder.
Therefore, in order to compose in digital networks, and in a fashion that is literate, one needs basic understanding of copyright and fair use.
The ever-growing processing power of modern computers is used to present the user with an interface that requires minimal computer skills to operate. Modern software often utilizes buttons, icons and elaborate pictographic interfaces to try to achieve a high level of usability. Most of the time people use computers, they do not realize that they are doing so. (Examples: ATMs, car navigation systems, mobile phones, microwave ovens...)
One of the major goals in computer engineering is the construction of a natural language interface, possibly with speech recognition, body language recognition and automatic visualisation. This would eliminate the need for computer literacy in everyday work and life in areas where such machines are available. An example of a futuristic Natural Language Interface can be found throughout the Star Trek series, where characters simply tell the computer what they want using ordinary English.
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Subject classification: this is an information technology resource . |
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Completion status: this resource is just getting off the ground. Please feel welcome to help! |
If anyone would like to get involved in creating a computer literacy course, please visit the discussion page.
Demonstrate: How to open a word processor ; Go to the Start Menu and click on programs. Look for the word processor and click on it. When it opens, click on "File" toward the left top corner, scroll down to "New", when the new window appears,click on "Blank Document". (Complete these steps only if your're not already on a new blank document.) Before typing, make sure you have the proper margin. Write ‘Hello , my name is ddddddd and I am from eeeeeee.’ Show how to select text 'Hello, my name is dddddd and I'm from eeeeee.', change the font size, color, and underline and make letters bold. To select the text, place the cursor at the beginning of your sentence. Click and hold the left mouse button and slide the mouse to the right until the entire text is highlighted.
Changing font size
1. Click "Format" 2. Scroll down and click "Font" 3. Under "size" scroll down to 14 The size of the text should change.
Changing font color:
1. Click format 2. Scroll down and click "Font" 3. Pull down the box "Font Color" and change the font color to any color of your choice.
Underlining Text:
1. Click format 2. Scroll down and click "Font" 3. Pull down the box "Underline" and choose the first single black line.
To have easy access to all of these functions (font size, color, underline), highlight the text you would like to edit, click the right button on the mouse and scroll down and click "Font". This will bring up the font menu to edit the text.
Practice Exercise: The student then
writes another sentence “I now live in America." Change each word
to a different color and size and
underline every second word.
Saving a document in 'My Documents'
The student should open a new document in word and write a couple of sentences. For example, ‘Hello , I would like to apply for a job in your company. I am available to work from Monday to Saturday. I hope you can interview me for this job.'
After your text has been written and you are ready to save,
1. Click the the 'File' tab on the left corner of the menu bar 2. Scroll down and click 'Save As' (Verify that the 'Save in' box at the top says 'My Documents') 3. In the box 'File Name', type 'My First Document'. 4. Press the 'Save' button to the right of that box.
The file will be saved to the 'My Documents' folder
After the document has been saved, close down Microsoft Word by clicking the red X to the top right of the page.
We will now open your saved document:
1. Open Microsoft Word 2. To the top left corner of the menu bar, click 'File' 3. Scroll down and click 'Open' 4. Make sure the 'Look In' box to the top says, 'My Documents' 5. In the 'My Documents' window, look for your document 'My First Document'. Double click it.
A new window will open your saved document.
Exercise 1. Have the student edit their
document by adding:
Yours Faithfully, ddddddd
2. After the text has been edited, save the new changes. 3. Close word 4. Open ‘My Documents’ and open the saved document.
Further editing and printing:
Exercise'' 2. The student opens their 'My First Document' and practices formatting the text.
-Printing the document: 1. Check to ensure that the printer has paper and is turned on 2. Click on the 'File' tab, and scroll down to print 3. Verify the printer name that you will be printing to and make sure its name is located in the box 'Name' If not, click the box, and scroll down until you have located the printer. 4. Once the printer is chosen and you are ready to print, click 'OK'.
The paper should be printed to the designated printer.
Exercise
The student opens and prints their letter
Exercise Have the student make a folder on the desktop with their name and drag and drop a document into their folder.
Exercise Have the student make a folder in 'my documents'. Then they open word , write a sentence and save as to their new folder.
Exercise The student opens wikipedia and looks up information relevent to them eg their country or state , their profession, their favorite subject in school.
Excercise Give the student a list of 10 questions which they have to find the answers to using Wikipedia. If you have more than one student make a competition of it to see who finishes first.
Excercise The student open a wikipedia article and copys and pastes into a word document which they then save into their folder in 'my documents'.
Exercise Have the student send you an email with their letter from part 1 as an attachment.
Exercise Have the student enter the data from 'Calc data entry exercise' into an excel or calc spreadsheet.
Exercise Have the student make a table of
data , one column called NAME , with a list of their families names
and another column called AGE with a list of their family members
ages.
Exercise Have the student use chart wizard on their data table.
Exercise
Exercise
Exercise
 Zebra |
 Hyena |
 Giraffe |
 Lion |
 Warthog |
 Ostrich |
Exercise The student makes a folder on their computer and downloads all of the above images.
Exercise The student opens the program and makes the title page.
Exercise The student make the rest of the slides.
   | The Hitchhiker's Guide to the Internet - The Hitchhiker's Guide to the Internet |
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| | Free Computer Learning Course via The ALISON Learning Project - Free ECDL / ICDL Office 2003 Win XP Computer Skills Training |
| | TFI Specializes in Training and Certification for Basic Computer Literacy - TFI: Online Learning and Online Testing with Professional Certification |
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