Acquisition, interaction, and transfer of computational literacies across domains

Ascertain how learners acquire disciplinary computational literacies, including how distinct computational literacies interact, how they are similar or different, and whether and how elements of computational literacy in one domain transfer to other domains.

Background

Building on the premise that computational literacy has discipline-specific forms, the authors explicitly note uncertainty about the processes by which learners develop these literacies, how different literacies relate, and the nature of cross-domain transfer.

This open question is central to guiding future research on education design and assessment that supports the development and movement of computational literacy across disciplinary boundaries.