ABSTRACT
Literacy is being redefined to incorporate cultural components of literacy as well as computer knowledge (Fisher, 1997–1998; Hawkins & Paris, 1997; Newman & Beverstock, 1990). In this way, computer literacy is becoming an integral part of how literacy in general is defined. The focus of this chapter is on computer literacy rather than more traditional types of reading literacy. In addition, we take an adult life-span developmental perspective in reviewing computer literacy research of African Americans from high school age to older adults. Our focus is on young adults through older adults who have transitioned or are having to transition to using technology and computers in the home and workplace. The structure of the chapter is as follows: First we define computer literacy. Then we discuss the lifelong value of knowing how to use technology and the importance of computer access in different environments (specifically, at school, in the home, and at work). We then briefly describe research considerations for this domain, and conclude by providing direction for future work.
