Responding to the Coding Crisis: From Code Year to Computational Literacy

In this chapter, Brooks and Lindgren consider how literacy crisis discourses have reinvented themselves in the twenty-first century. Specifically, they consider what roles literacy experts have to play in responding to the coding crisis discourse. Drawing on field data from their after-school coding literacy program for elementary-aged children, they acknowledge their problems and successes, as they avoided both the crisis and salvation rhetoric that dominates the “learn to code” movement..

In Strategic Discourse: The Politics of (New) Literacy Crises