Variability of disciplinary computational literacy across fields

Determine how disciplinary computational literacy varies across different communities, domains, and disciplines by characterizing the differences in the material, cognitive, and social elements that constitute computational literacy in each context.

Background

The paper introduces disciplinary computational literacy as comprising material, cognitive, and social elements that differ across communities and applications. Despite growing adoption of computation in science education, the authors note a lack of comprehensive understanding of how these literacies vary in different disciplinary contexts.

This uncertainty motivates the paper's broader inquiry and frames the need for systematic characterization of disciplinary differences in computational literacy beyond the physics-focused cases examined here.