Toward a new framework for teaching algorithmic literacy
Information and Learning Sciences
ISSN: 2398-5348
Article publication date: 19 December 2023
Issue publication date: 15 January 2024
Abstract
Purpose
Research shows that postsecondary students are largely unaware of the impact of algorithms on their everyday lives. Also, most noncomputer science students are not being taught about algorithms as part of the regular curriculum. This exploratory, qualitative study aims to explore subject-matter experts’ insights and perceptions of the knowledge components, coping behaviors and pedagogical considerations to aid faculty in teaching algorithmic literacy to postsecondary students.
Design/methodology/approach
Eleven semistructured interviews and one focus group were conducted with scholars and teachers of critical algorithm studies and related fields. A content analysis was manually performed on the transcripts using a mixture of deductive and inductive coding. Data analysis was aided by the coding software program Dedoose (2021) to determine frequency totals for occurrences of a code across all participants along with how many times specific participants mentioned a code. Then, findings were organized around the three themes of knowledge components, coping behaviors and pedagogy.
Findings
The findings suggested a set of 10 knowledge components that would contribute to students’ algorithmic literacy along with seven behaviors that students could use to help them better cope with algorithmic systems. A set of five teaching strategies also surfaced to help improve students’ algorithmic literacy.
Originality/value
This study contributes to improved pedagogy surrounding algorithmic literacy and validates existing multi-faceted conceptualizations and measurements of algorithmic literacy.
Keywords
Acknowledgements
This research was part of the dissertation of the corresponding author, Proquest Dissertations and Theses Global No. 29321394, chaired by Dr Philip Molebash and approved by the LMU Institutional Review Board.
Citation
Archambault, S.G. (2024), "Toward a new framework for teaching algorithmic literacy", Information and Learning Sciences, Vol. 125 No. 1/2, pp. 44-67. https://doi.org/10.1108/ILS-07-2023-0090
Publisher
:Emerald Publishing Limited
Copyright © 2023, Emerald Publishing Limited