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

Lindgren helps a child with a coding project during an open press fair about the after-school program.


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. Test

In Strategic Discourse: The Politics of (New) Literacy Crises
Chris Lindgren
Chris Lindgren
Professor of Technical Communication and Data Visualization

My research interests include the relations created when writing code and theorizing the digital cultural rhetorics of white supremacy in the United States.