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CL-USA scoured the Web to find definitions for computer literacy. We found many definitions from many sources but not one was acceptable. These are listed below under "Bad Definitions" with appropriate comments.

"An understanding of the concepts, terminology and operations that relate to general computer use. It is the essential knowledge needed to function independently with a computer. This functionality includes the ability to solve and avoid problems, adapt to new situations, keep information organized and communicate effectively with other computer literate people."

This definition focuses more on understanding (note the bold-faced words) than doing. The idea is simple: you either know enough to use a computer effectively or not. Basic computer concepts do not change over time and computer experience does not translate into computer literacy.

Bad Definitions
from many sources

Definition: The ability to use a computer and its software to accomplish practical tasks. —Webster's II New College Dictionary

Problem: Focuses "abilities" and "tasks," not understanding.

Definition: The regular use of a major microcomputer application, such as word processing" —The Instructional Technology Program and Its Curriculum, Instructional Technology, University of South Florida, Tampa

Problem: Clearly indicates they believe application use equates to literacy.

Definition: The level of expertise and familiarity someone has with computers. Computer literacy generally refers to the ability to use applications rather than to program. Individuals who are very computer literate are sometimes called power users. —Webpeodia.

Problem: Focuses on applications (using programs), also seems to indicate that a deeper understanding involves programming (a common, misguided statement is "I'm not going to program computers so I don't need to learn how they work"). The "power users" comment is especially silly. It implies there are varying degrees of computer literacy. There are not—one is either computer literate or not.

Definition: Computer literacy is the set of knowledge, skills, and attitudes about computers that is necessary to function in a technology oriented society. —From a public school.

Problem: Actually this comes the closest to a meaningful definition but it is rather vague. If we take the phrase "function in a technology oriented society" to mean functioning effectively with computer technology, then this would be an acceptable, if not well-written definition.

Definition: "Computer Literacy" is seen as a relative term whose interpretation depends also on the needs and interests of already experienced computer users. —University of Guam.

Problem: Too much sun and surf, perhaps.

Statement: By developing multiple modules, it is possible to have more than a single or generic definition of computer and information literacy. —Utah State University.

Problem: Really? That sure clears things up.

Definition: (The) basic skills of using a computer and software, and more complex skills of accessing and organizing information.—Canadian education research information system (CERIS)

Problem: Focuses exclusively on "skills" and "accessing...information." There is nothing wrong with developing skills but it is no substitute for knowing how to manage a computer system.

Definition: As new computer technology is created or updated, the definition of computer literacy itself continually changes and expands. Computer literacy could be defined as using the computer as a tool to access and disseminate information, as well as to communicate. This definition includes using a computer to solve problems, make decisions, and manage information.—GateWay Community College--Phoenix Arizona

Problem: Although the refinement of the technology continually increases the amount and variety of functionality, the nature of computers and computer literacy does not change. It is not clear what is meant by "problems." And "make decisions and manage information" is more application oriented.

Definition: To utilize computer technology as a tool to access and prepare information. —Maysville Community College

Problem: Again, the "tool" theme, and only the tool theme.

Common Sense Does Not Apply

Almost without exception, these definitions and countless others like them equate computer literacy with what we do with computers. It does not make sense.

This is like defining the understanding needed to drive a car as knowing how to go from home to work, to shopping malls and on the freeway to other cities—that these are somehow different things. And because every year the technology changes we must learn new things (CD players, alarms, etc.), so the definition of what it means to drive changes with time. The "technical" details like knowing what side of the road to drive on, what a stop sign is for and why and how to put gas in are too inconvenient to learn.

Common sense tells us that we'd better learn the basics before we take command of a powerful machine. We do this with cars—in fact it's required by law to prove we know enough to drive. CL-USA is doing the equivalent with computers. It's simple, it's easy and without it not possible to be a comfortable, confident and conversant computer user.

	COMPUTER LITERACY USA
		Setting global standards for computer literacy, testing and certification
Home Page About CL-USA •Mission •Partners & Sponsors •Get Involved •Advertising Computer Literacy Issues » Establishing a Definition •The Three Steps to Self-Sufficiency •Setting Standards •Failed Attempts •The Real "Digital Divide" •Myths and Facts •Back to Basics •How Computer Literacy Will Make a Difference •In the News CL-USA Test Center •Take the Test •About the CL-USA Test •Test Benefits/Individual •Test Benefits/Business •Certification and "Card" •Authorized Testing Locations (ATL's) •Become an ATL Resources and Reviews •Courses •Books and Courseware •Links Partners and Sponsors •CL-USA Sponsor List •Become a Sponsor Feedback •Send Your Comments •What People are Saying Contact Us Director Bill Stewart 281-489-7944					Computer Literacy TEST SIGN-IN
			Establishing a Definition Based on Self-Sufficiency		Computer Literacy TEST SIGN-IN

						Good Definition vs. Bad Definition CL-USA scoured the Web to find definitions for computer literacy. We found many definitions from many sources but not one was acceptable. These are listed below under "Bad Definitions" with appropriate comments. A Good Definition the CL-USA definition "An understanding of the concepts, terminology and operations that relate to general computer use. It is the essential knowledge needed to function independently with a computer. This functionality includes the ability to solve and avoid problems, adapt to new situations, keep information organized and communicate effectively with other computer literate people." This definition focuses more on understanding (note the bold-faced words) than doing. The idea is simple: you either know enough to use a computer effectively or not. Basic computer concepts do not change over time and computer experience does not translate into computer literacy. Bad Definitions from many sources Definition: The ability to use a computer and its software to accomplish practical tasks. —Webster's II New College Dictionary Problem: Focuses "abilities" and "tasks," not understanding. Definition: The regular use of a major microcomputer application, such as word processing" —The Instructional Technology Program and Its Curriculum, Instructional Technology, University of South Florida, Tampa Problem: Clearly indicates they believe application use equates to literacy. Definition: The level of expertise and familiarity someone has with computers. Computer literacy generally refers to the ability to use applications rather than to program. Individuals who are very computer literate are sometimes called power users. —Webpeodia. Problem: Focuses on applications (using programs), also seems to indicate that a deeper understanding involves programming (a common, misguided statement is "I'm not going to program computers so I don't need to learn how they work"). The "power users" comment is especially silly. It implies there are varying degrees of computer literacy. There are not—one is either computer literate or not. Definition: Computer literacy is the set of knowledge, skills, and attitudes about computers that is necessary to function in a technology oriented society. —From a public school. Problem: Actually this comes the closest to a meaningful definition but it is rather vague. If we take the phrase "function in a technology oriented society" to mean functioning effectively with computer technology, then this would be an acceptable, if not well-written definition. Definition: "Computer Literacy" is seen as a relative term whose interpretation depends also on the needs and interests of already experienced computer users. —University of Guam. Problem: Too much sun and surf, perhaps. Statement: By developing multiple modules, it is possible to have more than a single or generic definition of computer and information literacy. —Utah State University. Problem: Really? That sure clears things up. Definition: (The) basic skills of using a computer and software, and more complex skills of accessing and organizing information.—Canadian education research information system (CERIS) Problem: Focuses exclusively on "skills" and "accessing...information." There is nothing wrong with developing skills but it is no substitute for knowing how to manage a computer system. Definition: As new computer technology is created or updated, the definition of computer literacy itself continually changes and expands. Computer literacy could be defined as using the computer as a tool to access and disseminate information, as well as to communicate. This definition includes using a computer to solve problems, make decisions, and manage information.—GateWay Community College--Phoenix Arizona Problem: Although the refinement of the technology continually increases the amount and variety of functionality, the nature of computers and computer literacy does not change. It is not clear what is meant by "problems." And "make decisions and manage information" is more application oriented. Definition: To utilize computer technology as a tool to access and prepare information. —Maysville Community College Problem: Again, the "tool" theme, and only the tool theme. Common Sense Does Not Apply Almost without exception, these definitions and countless others like them equate computer literacy with what we do with computers. It does not make sense. This is like defining the understanding needed to drive a car as knowing how to go from home to work, to shopping malls and on the freeway to other cities—that these are somehow different things. And because every year the technology changes we must learn new things (CD players, alarms, etc.), so the definition of what it means to drive changes with time. The "technical" details like knowing what side of the road to drive on, what a stop sign is for and why and how to put gas in are too inconvenient to learn. Common sense tells us that we'd better learn the basics before we take command of a powerful machine. We do this with cars—in fact it's required by law to prove we know enough to drive. CL-USA is doing the equivalent with computers. It's simple, it's easy and without it not possible to be a comfortable, confident and conversant computer user.
				Before the computer literacy problem can be addressed, the term "computer literacy" must first be defined. Computer Literacy has been a popular term for quite some time but just what does it mean? The CL-USA definition, as seen in the right-hand column, is based on self-sufficiency—unlike most others (see The Three Steps to Self-Sufficiency). There are many definitions that can be found but no one seems to have a clear notion of just what computer literacy is. This is the single most important reason why, since the late 1970's when personal computers were becoming commonplace, most people are not comfortable with the computers they use every day. This simple issue has needlessly turned into an incomprehensible mess. At the heart of the problem is a confusion of ideas: Training vs. Education Memorizing Procedures vs. Understanding Concepts Functionality vs. Literacy The conventional "wisdom" for so long has been that exposure to computers and learning applications translates into an understanding of computers (see Myths and Facts). That is, using a computer is taken to mean understanding computers. Nearly all public schools, community colleges, universities, training programs, books and courseware focus almost exclusively on learning to use applications such as the Microsoft Office programs. Typically, the little that is devoted to the essential concepts is completely inadequate. It is commonly believed that after a period of computer use one eventually "figures it all out." For the majority of the population, however, that simply does not happen. The frustration often increases the more one learns to do. Worse, many people begin to believe they are incapable of a true understanding after having struggled for a long period of time without any success. Although the essential concepts are not difficult to comprehend, they are obscured by the flash and glitter of today's graphical software environment, which not only insulates users from reality but also misdirects them. Most people really do want to know what is actually going on when they use their computers, and yet the industry, believing that people only want to know how to get things done and are not interested in how things work, has created a fantasy world which makes it nearly impossible to understand the simple reality behind everything we do with computers. The CL-USA philosophy contends that we can have it both ways: a convenient graphical user interface that promotes the understanding of the underlying concepts rather than obscuring them. This idea that it is not necessary to understand computers to be an effective computer user now permeates nearly all of society. In academia and in business, computer "education" is not education at all. It is computer training, which is mostly about using Microsoft software such Windows and Mircosoft Office programs. Computer literacy is nowhere in the equation. The focus is on memorizing procedures and not on understanding basic computer concepts. The result is that functionality—the ability use a computer for specific tasks—is mistaken for literacy. Nearly all definitions of computer literacy involve the ability to use a computer to do useful things. Little or nothing is made of understanding the basic, underlying concepts. It is important to realize that although what we do with computers changes over time, the basic concepts that govern how computers work, and how we manage the computer and information, do not. The Computer Literacy USA definition comes from a more realistic point of view that centers on self-sufficiency (see The Three Steps to Self-Sufficiency). There is a small, unchanging, set of basic concepts that must be understood. One either understands these concepts, and is therefore computer literate, or not (and therefore not computer literate). The common notion that many people "know a little bit" about computers is wrong: you either "know it" or you don't. And most don't. The set of concepts that one must understand to be considered computer literate are itemized in the CL-USA standards.