This chapter reading helped me understand the fact that writing and communication that are quite related to computer literacy programs to develop valuable and professionally accountable pedagogy.
In this chapter 3, Critical literacy, Selber describes computers as cultural artifacts and students as critics of technology, who wants to be a skilled critique. He laid out a framework for a critical computer literacy, supported by theoretical work in and critiques of constructivist pedagogies as well as theories of critical literacy education. It seemed to me that the author is thoughtful and well educated teacher who suggests insightful experiments for teaching. Using the work of Bryan, he shows how students can be taught to analyze functions that are built in technologies and their uses. He shares his teaching experiences which exemplifies the use of the potential methods without exaggerating. Teachers can think about achieving the goals of functional, critical, and rhetorical computer literacies, rather than specific prescriptions by his offer. He then shows well how the heuristics can pull the students’ potential to motivate the teaching of reading, writing, and technology. He thinks positively about critical approaches to computer literacy, but also a flip side can remain the same. He spends hours to construct time to a systematic approach to critique. He also connects together with the threads from critiques and presents them in ways that allow us to see how they might interact in our curricula. To be more specific, he suggested that a critical approach should teach students to investigate design cultures, examine use contexts, discern institutional power, and critique existing but popular representation with great details.