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The core claim of this book is that "Computers can be the basis for an empowering new literacy (or family of literacies); hence, they can change the way people think and learn." (DiSessa, A., 2000)
In chapters 4 and 5, the author shows through theory and examples how computer-based representations support, cultivate and engage intuitive knowledge, expand thinking and really 'change minds'.
In addition, these chapters discuss how critical it is to view human beings as engaged actors in the world not simply repositories of instrumental knowledge. He proposes that activities be designed keeping in mind that people choose to do some things and not others, based on interest, their regime of competence and their sense of personal ownership.
DiSessa also maps out the material and social reasons for the computer's potential and argues for "two-way literacies", where everyone is a creator as well as a consumer of dynamic and interactive expressive forms.
This book definitely changed my definition and perception of the term "literacy" and impressed upon me the importance of developing "computationally literate" students.
I would recommend this book to anyone interested in the crucial role that technology can play in changing the way we teach and the way we learn.
"Computer technology offers a dazzling range of inscription forms (spreadsheets, electronically processed images and pictures, hypertext, etc.), of reactive and interactive patterns (think of game interfaces--from text typed in and new text returned in reaction, to intense, real-time reflex interaction, to contemplative browsing of a visually based interactive mystery story), of storage and transmission modes (CDs to worldwide networking), and of autonomous actions (simulations, calculation.). With all these new forms and more to come, it seem inconceivable our current material literacy basis could remain unaffected." Andrea DiSessa
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