ABSTRACT
This chapter aims to examine possible transfer issues in relation to teaching computational literacy skills in software and web development education. In addition, the chapter illustrates the role of context and situativity in relation to teaching computational literacy skills – a field typically expected to be governed by a high degree of compositionality (see Chapter 4). The first section of this chapter discusses the nature of computational literacy skills from a situated view of knowledge. Drawing on existing research literature from the field of computational literacy – in particular, literature concerned with pedagogical practice and design – the second section of the chapter offers an overview of some of the common pedagogical design principles, teaching methods and pedagogical challenges related to teaching computational literacy skills. Finally, the third section of the chapter engages in an analysis of how such principles, challenges and methods of teaching may influence any subsequent attempts of transfer, transformation and resituation of computational literacy skills.
