Marina Bers, Beyond Coding: How Children Learn Broader Values through Programming
By Sharin Rawhiya Jacob and Mark Warschauer
Beyond Coding: How Children Learn Broader Values through Programming Marina Bers (2022) 232pp. $US25 paperback, MIT Press, Cambridge MA, ISBN 9780262543323
While coding is typically integrated into STEM fields (science, technology, engineering and mathematic) (Jona et al., 2014; Weintrop et al., 2016; Sengupta et al., 2018), Beyond Coding situates coding as a necessary new literacy for full participation in today’s society. There is a small but growing body of work that examines the relationship between coding and literacy (Kafai and Proctor, 2022; Bers, 2019; Jacob and Warschauer, 2018; Vee, 2017). Borrowing from Vee (2017), literacy is defined in Beyond Coding as a practice or skill that is critical for maintaining status and economic prosperity, and that restructures the way we know the world and think about it. Just as literacy in reading and writing is necessary for modern society to function, coding is similarly highly valued in today’s society and embedded in the infrastructure of our daily lives. Beyond Coding compares the transition from oral to written communication, and its subsequent notions of literacy, to the transformation that is taking place through the widespread use of coding – and argues that the kinds of literacy achieved through learning to code should be learned at a very young age.
page: 137 – 142
Prometheus: Critical Studies in Innovation
Volume 39, Issue 2