Virtual Bill's Computer Literacy World Headquarters

The

Virtual Bill says, "Let's get real!"

The Information Revolution is leading to the rise of two distinct and opposing classes of people: those who understand computers and those who do not.

The computer is the primary tool of the Information Age, yet far too many people do not understand computers and are unable use them effectively, even though this is not a difficult thing to do. There are several reasons why this is so and why it continues to be a problem. These include:

1) the rapid evolution and proliferation of computer technology, which have left a majority of people utterly confused, even though they may be surrounded by computers and use them on a regular basis.

2) the deceptive "ease of use" of today's computers, which, along with other misleading hype from industry, encourages people to begin using computers before they have an understanding of them. People become helpless victims of this "user friendliness," hopelessly trapped into memorizing endless and meaningless procedures. They must constantly rely on others to help them whenever something goes wrong or when whatever they must do deviates from what they've been shown and memorized. Worse, many people begin to believe that this is the way it is supposed to be and that they will never be able to function without fear or restriction.

3) the expectation of (and desire for) instant gratification, fueled by inexpensive, powerful computers and the industry promise of easy entry into the Information Age (it is easy but it's not that easy). People rush to begin using computers before they are prepared, believing that computers have become so "smart" that little or no effort is required on their part. They expect to be able to become instantly productive. Disillusionment usually comes quickly and often turns into long-term despair and frustration.

4) the inability of those who understand computers to explain them to those who don't. There is frustration on both sides because those who understand computers quickly forget what it's like to be new to computers—and no matter how hard they try they cannot seem to explain anything in a way that makes sense to those who don't understand. There is a huge communications gap.

5) the general ineffectiveness of schools, training facilities, books and other resources that attempt to teach "how to use a computer." Most fail to adequately address many of the most important issues, or they focus too heavily on unimportant ones, leading many people to believe there is something wrong with themselves because, hard as they try, they Just Don't Get It.

PART ONE: The Situation

Confusion is only natural

Confusion is a natural result of any revolution. Everything is so new, and so much is happening so quickly that often without realizing the true extent of it, people have to make a real and significant transition into a New Age with no well-established guidelines. This Information Age we are entering has a new way of thinking and a new vocabulary that at first seems incomprehensible and intimidating. Many people, often because of unpleasant experiences, become convinced that it is beyond their ability to comprehend any of it and do everything they can to avoid facing up to the issues, believing them to be difficult and distasteful. Yet at the same time they attempt to use computers, usually with a mixture of reluctance and dread, with confusion and frustration as constant companions. For them it would probably come as a surprise to hear that, as revolutions go, the Information Revolution is quite painless and requires relatively little time and energy to learn what is needed to function comfortably in this new age where understanding computer is absolutely essential. The process involved in achieving this understanding certainly won't cramp anyone's current lifestyle. In fact it holds the promise of greatly enriching life for all of us. Yet, because of unrealistic fears and misconceptions—often accompanied by many failed attempts and bad experiences—many people feel they cannot or they simply will not make the initial effort needed to master the primary tool of the Information Age. In this Information Revolution we are surrounded by astounding, rapidly evolving technology and have instant access to unbelievable amounts of information. The possibilities and opportunities that result from this are breathtaking. With this comes an endless swirl of conceptual and procedural details, the real meaning of which completely escapes most people no matter how hard they try to make sense of it. They often feel as if they are being "left behind." This confusion can affect anyone no matter their age, background or environment. Even many younger people, who have grown up with computers and are unafraid and unconcerned, do not have a basic understanding of them. They have learned, mainly through memorization, only enough to get by. Schools, for the most part, are not providing an adequate computer education. In many cases those who have truly mastered the subject have had to do so on their own. And many do not because they are unusually smart but because they eventually come to understand that it is not difficult once they realize what the important issues really are. And by and large these issues aren't being taught in school.

Lost in information: a "forest-for-the-trees" situation

It's not for a lack of information or effort that so many people so often find themselves helpless and hopelessly confused when they are trying to deal with their computers. There is so much information available that people get completely lost in it. Not only is it difficult for them to find anything specific, much of what they find is conflicting, incomplete and incomprehensible. Often the information assumes a level of knowledge that many people don't have, even when it is implied that it is for "beginners." It is worse than a needle-in-a-haystack situation: most people look in the wrong "haystack" altogether. So many people try to find answers to specific questions without any understanding of the general context—unable to see the "forest" because of all the "trees." Each "tree" seems incomprehensible and there seems to be no connection between it and any of the other "trees." People wander aimlessly from "tree" to "tree" with no sense of direction, not sure how they got where they are and not sure where they are going. For the person in such an unhappy but all-to-common situation the solution is simple: get a map of the "forest" and learn to read it. Unfortunately it can be ridiculously hard to find such a "map." And most "maps" are very poorly designed. There are many books, classes and other resources that attempt to do this but fail because the focus is more on how to do things with no justification for why or an acceptable explanation of what it all means. They generally attempt to deal with individual "trees" without providing a complete understanding of the "forest." So people quickly become lost and overwhelmed and can't fend for themselves. The only help they get is to be led from one "tree" to another with no "why" or "how". So many people have been "lost" for so long that they have given up hope. But this unfortunate state can quickly and easily be changed by stepping out of the "woods" for a bit and getting better prepared before going back in.

Computer "honkers" and the true meaning of "literacy"

Making a meaningful and productive transition into the Information Age is a process. It has a beginning (no computer knowledge) and an end. The end is the point at which a person is able to function independently with a computer. This means being able to deal with problems, adapt to new situations, maintain a computer, keep information organized and communicate effectively with other computer literate people. The process needed to get to this point is not a difficult one and does not require a great deal of time. The key issue—and the biggest stumbling block for most people—is basic computer "literacy." The definition of computer literacy should be simple and straightforward. Unfortunately it means different things to different people. For many, if not most people—and even in our public schools—computer literacy usually means little more than being able to turn a computer on and doing something useful with it. But this is not computer literacy any more than being able to honk a car horn means having the knowledge and ability to drive a car. A more realistic and meaningful definition of computer literacy is having an understanding of the underlying concepts, terminology and operations of a computer. Computer literacy does not mean knowing how to "point and click" at pictures on a computer screen to make things happen. Computer literacy means being able to see beyond the pictures and button pushing and knowing the computer for what it really is and what it is really doing—which is not at all what it appears to be. Far too many users have become computer "honkers" instead of self-sufficient, independent computer users. They can honk the horn and flash the lights but they really can't drive the car.

Short-circuiting the process to computer literacy

Using a more realistic definition of computer literacy we find that many, if not most computer users—even those with years of experience—are not computer literate. This includes probably the majority of today's high school graduates! They are computer "honkers" (a term we eventually hope to hear in common use). Many experienced computer users delude themselves into thinking they are computer literate just because they operate one and can make it do useful things. Operating a computer does not equate with understanding computers. The key to becoming "literate" is to focus first on the simple (but not-so-obvious), principles and concepts that underlie whatever we can imagine doing with a computer, whether it's writing letters, accounting, scanning photographs, listening to music, sending and receiving e-mail, etc. Many people learn to do these things but don't understand the concepts behind them. They are not computer literate and cannot operate a computer on their own in an effective way. Because of a lack of direction or well-meaning but misguided advice, many people short-circuit the relatively quick and easy process to computer literacy by skipping the most essential and fundamental steps. They jump in at the very end of the process and almost immediately attempt to do useful work with their computers. In the short term, they may function well enough to do certain tasks that they are shown (honk, honk, flash, flash). In the long run, however, this can be severely limiting and counterproductive because they have only memorized the procedures they have been shown and can't go beyond this. They can't function on their own. They will always have a heavy dependency upon outside help and a much greater likelihood of problems caused by a lack of this fundamental knowledge. The popular notion that, by continuing to work with it, one will eventually "figure it out" is usually not realistic or practical. Without first addressing the issue of computer literacy, no amount of effort or accomplishment in specific tasks is likely help: the computer will always seem to be a mysterious box that will never make any real sense.

It's really more than computers

Even though most people are aware of the importance of computers, the profound nature of the Information Revolution and how it will impact us all is not always so obvious. The urgency and importance of learning what it's really all about is often lost in our busy, day-to-day lives, which continue in relatively normal and familiar ways. But on the horizon dramatic change is on the way and like the first few raindrops before a storm we are already beginning to feel it—but it's nothing compared to the deluge that is to come. Many don't realize the extent to which Information Age technology will affect our lives and the importance of putting a little effort into making the necessary adjustments to our knowledge and understanding of it. This is absolutely necessary in order to live comfortably and productively with this new technology—especially when it comes to understanding the computer as the primary tool of the Information Age. As a result, many people feel that computers are a necessary evil and reluctantly resign themselves to fighting endless small battles with them, often with little hope of winning the war.

Stuck in a rut / down a slippery slope / up the creek… choose your metaphor

One of the most frustrating situations for computer users who are not computer literate, yet who are trying to function on their own, is when they encounter problems. It is bad enough that problems occur no matter how much knowledge and experience you have. Illiterate users, because of their lack of understanding, cause many more problems. All computer users run into problems they can't solve. But for those who are computer literate this can be a valuable learning process. Even though they may require help, they will understand the nature of the problem and what was done to fix it. So the next time such a problem occurs they may be able to deal with it themselves. They also know the right questions to ask and they can understand the answers they get. Experiences like these help them gain more insight and grow in their ability to deal with computers in the real world. Illiterate computer users have no understanding of the problems they encounter (and create) and no idea what needs to be done to fix them—except to call for help. They don't understand what was done to fix their problems and any explanation is generally meaningless. There is a good chance they will have many of the same problems over and over again. These computer users can't even learn from their mistakes! This is not good and it is not necessary.

Common sense takes a beating

Important decisions about the acquisition and use of computers are being made in high places in large organizations by people who can't possibly make good judgements simply because they are not computer literate. Simple, common sense answers to problems are lost in the confusion and the inability of people to communicate effectively in the language of the Information Age. This often results in a great deal of time and money wasted on computer and software systems that don't adequately address the original reasons for computerizing. A little computer literacy will go a long way toward eliminating much of the inefficiency and waste we are seeing today by individuals and in organizations, both big and small.

PART TWO: The Reasons

The more things change the more they stay the same

The principles and concepts underlying today's computers (and all that we can do with them) are very simple and have their origins in the 19th century. Computers are no more difficult to understand now than they were when the first electronic computer was built in 1948. All computers big and small, old and new are made of the same basic components and all operate based on the same principles. All that has really changed over the years is the speed at which they work and their capacity to store more information—both of which continue to increase at dizzying rates. Today's computers can work so fast that it often appears as if they are doing things they are not really doing—a major contributing factor to the Great Confusion so many people are experiencing.

No magic, no mystery

In spite of how things appear, everything a computer does is based on simple principles and concepts that are no longer obvious when we are working with them. Just like a magician who uses flash and glitter and sleight-of-hand to perform tricks that mystify us, today's computers operate using a great deal of their own "flash and glitter" and "sleight-of-hand." The purpose of this is to make easier for the user to do things, which it certainly does. But this also comes at a price because these "tricks" obscure the fact that simple principles are behind it all. Many computer users are now caught up in the illusions. They believe that what they are seeing on their computer screens is real-which is like believing a magician really does pull rabbits out of an empty hat. But once we see what is really going on "behind the scenes" and see the computer for what it really is and what it is really doing, all the mystery vanishes because we realize there is nothing magical about any of this after all. We're also amazed at just how simple the principles and concepts are. It's important to note that the "tricks" that are used to create these illusions are very clever so there is no reason to feel foolish for having fallen for them. But sooner or later we must face reality and get on with our lives, just like we did when we finally accepted the fact the Santa Claus is not a real person.

The automobile analogy continued

There are several useful parallels that can be drawn between the evolution of computers and automobiles (like our definition of a computer "honker"). Both are very complex and powerful machines, yet all it takes to operate them are a few simple, easy-to-learn procedures. Today's cars (and how we drive them) are based on the same principles and concepts that had their origins in the early 20th century. It takes no more time and effort to learn to drive now than it did, say, in the 1930's. All that has changed is that cars are faster, cheaper, more reliable and have a lot more amenities. Cars have always worked basically the same and the rules of the road haven't changed. Once you have learned how to drive, nothing significant about driving ever changes. You never forget how to drive and you can drive just about any car. The same can be said about computers. They are basically all the same; learn one and you've learned them all—and nothing significant about how we use them ever changes, except that they get faster, cheaper, etc. The problem with computers is that even though it still takes the same amount of time and effort to learn to use them that it did in the late 1970's, no one seems to want to learn the "rules of the road" before hitting the "highway."

Hey buddy, do you have a license for that thing?

Just as there is more to learning to drive a car than memorizing a few mechanical procedures, there is more to learning to use a computer than hitting keys on a keyboard and rolling a mouse around. Learning some of the underlying concepts first is essential. Before we even attempt to drive a car we must learn such basics as the "rules of the road," so we can get along with other drivers. And although we don't have to be auto mechanics, we must at least understand enough about how cars work to be able to know a few basics. For example we need to know when, how and why to put gas in, basic maintenance issues and what to do when something goes wrong (even if we can't do the repairs ourselves we should at least be able to discuss them intelligently with a mechanic). We all take the time to learn these things. If we don't, we endanger ourselves, our cars and other people's lives, cars and property. The main motivating force for learning to properly use a car is that we are required by law to prove we are capable. We must be tested and licensed by the State before we are allowed to drive. Which raises an interesting question: how many people would take the time to learn to drive properly if we were not required by law to prove we can drive safely? A good bet would be "not very many". If proper driver training were voluntary, it's likely many people would not bother with it, feeling that it would be too much hassle and take too much time. No doubt our nation's accident rate would probably be many times what it is now. Yet most people take this same kind of reckless approach when trying to learn to use their computers. There are no laws that require us to prove we can handle a computer, so many people don't bother learning. Instead of taking the little time needed to learn how to do it right, they start without any preparation. This imposes serious limitations on themselves, and they often end up struggling, sometimes for years. They can also waste enormous amounts of their time—and other people's time in the process.

"Driver's Ed." vs. crash and burn for "idiots" and "dummies"

The process required to learn to use a computer effectively is similar to that for learning to drive a car. Unfortunately, when it comes to computers, few people ever go through such a process—or if they do, it's usually not very effective. Many people just labor away, sometimes for years, often spending a lot of money on books and classes, hoping that, eventually, it will all start making sense. All too often it never does, even though computers may be an important part of their daily lives. Many popular learning resources are designed to make us feel that it is not only OK to be "idiots" and "dummies," it's OK to stay that way. Although it's meant to be a humorous idea, the "idiots" and "dummies" approach (at least as it's applied to computers) suggests that since we can never really understand computers, it's best just to learn to do a few things with them while we laugh it all off as ultimately hopeless. Their methods reflect that philosophy and put it into practice by focussing mostly on how to do specific things and not nearly enough on what it means in the greater context. If driver education training used the same approach, new drivers would immediately be put in a car on a busy highway. Driving instructors would explain that this foot pedal makes it go, that one makes it stop and this round thing makes it turn left and right. Now just put this key here and turn to start the car (easy, huh?), move this lever down to the "D" position and put your foot on the pedal I showed you that makes the car go. We would not expect a new driver to get very far before crashing. Sure, learning to drive does involve sitting in a car and driving it, but it's just as important to know, for example, what "STOP" and other signs are for, which side of the road to drive on (and that we must always drive on that side of the road!). We must know the rules of right-of-way, how to put gas in and many other things that we took the time to learn but have since become second nature to us. We would not expect a worthwhile driver's education course to ignore these things, yet this same kind of ineffectiveness is behind most of what passes for computer learning today. This is why far too many people are at a high risk of "crashing and burning" each time they sit down to their computer. All this could be avoided with a little computer "drivers ed." that begins with an understanding of the "rules of the road" before operating the computing machinery. Most people are not aware of how much computer power they have at their disposal and what they would be capable of doing with it if they would only take the simple common sense steps needed to operate a computer safely and effectively.

So much resistance

It wasn't so long ago that personal computers were novelties that could provide a measure of convenience, entertainment and education. In today's world, computers have become as essential to society as cars and electricity, yet they are still often thought of as interesting and curious gadgets that can be quite useful for certain specific purposes but aren't important enough learn about in any depth. Many people are intimidated and overwhelmed by everything they see and hear about computers, feeling that even a basic understanding—the terminology, how they work, etc.—is more than they are capable of. Or they feel that it requires far too much time and effort. They begin to resist learning anything but rote memorization of procedures, which makes the situation even more confusing for them. Because they are having so many problems already, they feel that it would only increase their confusion if they tried to learn the concepts and terminology. They mistakenly believe that this basic understanding involves having to train to become a computer technician and that the concepts are difficult and arcane. A common argument is, "why do I have to learn all these things about computers? I have enough problems already! Besides, I don't have to know anything about cars to drive one. I drive a car and I'm not an auto mechanic." This goes right to the heart of where so many people have gone wrong in their attitudes toward computers. Because it has become such a familiar part of our lives, we forget all the time and effort we put in to learning to drive: the hours spent learning the mechanics of driving; learning the signs, speed limits and the rules governing right-of-way; studying for the test, etc. But we never had to become auto mechanics. If people were to put the same amount of time and effort into learning how to use computers that they did into learning how to drive cars, they would not be overwhelmed by so many unnecessary and often ridiculous and paralyzing computer problems. This resistance to learning computers properly is so strong and pervasive that most books, computer classes and even public schools shy away from the most essential and important concepts. They begin by encouraging people to start working with their computers immediately and having them work through procedures that don't seem to have any real meaning. This only serves to set them up for long-term frustration and disappointment. They give people what they think they want instead of what they really need, either because they don't know how to go about it properly or they feel it would be too upsetting to discuss things that people may not have been expecting. Many people have something specific they want to do with a computer and expect that they simply have to be shown how to do it. This is generally not going to be the right approach because it puts the "cart before the horse." The primary issue is not "how do I do this?" or "how do I do that?" The primary issue is "what does it mean when I do this or that." Once the concept is understood in the proper context, the specific "how to" procedure generally becomes a much simpler matter.

So much resignation

Many people, even those who work with computers on a regular basis, begin to believe that they are incapable of really understanding computers or that it doesn't justify the monumental and unpleasant effort they think is required to achieve that understanding. They often feel that it is "too technical." They are mislead from the start by the conflicting messages they get from the industry—and just about everybody else—which claim on the one hand that you don't have to know any of the concepts and "jargon," and yet use that very jargon in all their advertising and instructions. They are saying, in effect, that you don't have to be computer literate to use a computer but they talk to you as though you are. This completely ineffective attempt to sugar-coat the subject immediately backfires when people face the realities of trying to become self-sufficient computer users. They are suddenly in a brand new world in which they are supposed to be happy and comfortable. Instead, they are overwhelmed by the incomprehensible terminology and procedures. They can make little or no sense out of any of the "help" they find, whether it is in the form of books, classes, other people or the programs they are using. It's no wonder that so many intelligent and resourceful people give up and resign themselves to a life of meaningless procedures and a constant feeling of inadequacy when it comes to computers.

The bicycle analogy

Literate computer users often forget what it was like to be new to computers. Some have been working with computers from earlier and simpler times when the real issues were more obvious and it was more likely one could pick up the concepts as they worked. When they deal with struggling, new computer users they often become just as frustrated and annoyed, because no matter how hard either of them try, they cannot seem to communicate with one another. In this, computers are very much like bicycles: you can either ride one or you can't. It's tricky at first but once you've learned it's easy. You've also learned it for life because the principles never change and you never forget how to do it. But it can be frustrating for one who can ride to teach someone who can't. It takes a while for someone who is new at it to get past the basics of balancing, pedaling and steering. Unless you stick with the basics and master them you won't be able to join your cycling friends for a ride. But it's not really that hard and anybody can learn to do it if they really want to. With computers, it seems everyone is expected to be able to "ride." This is not unreasonable since it is relatively easy and it's become an important skill. But most of us still need to go back and concentrate on what it takes to keep from falling down and scraping our knees so much.

The Macintosh/Windows dilemma

There is a major reason for why those who understand computer and those who do not are so at odds and unable to communicate with each other. Amazingly, it is the widespread use of a computer program known as Windows. More specifically Microsoft Windows or MS-Windows. Windows is a particular kind of computer program known as an "operating system." All computers need an operating system program to oversee all other programs and keep the computer's various hardware components working together (this is not a hard thing to understand). All computer users must be able to use their operating system programs to keep everything organized and working properly. Windows was developed to make all this easier to do by allowing users to manipulate graphical "objects" on their computer screens, as opposed to the older methods of typing in "command words." This idea of a "Graphical User Interface" (or GUI, pronounced "gooey") was actually pioneered by the Apple Macintosh computer and its operating system program. The Windows program mimics much of the Macintosh's use of graphics to create a world of illusions for the unsuspecting computer user. These illusions make many people believe computers border on the mysterious and magical because they appear to be doing things they really are not. While this GUI approach does enable users to quickly learn do a number of exciting, important and useful things, its "user friendliness," while nice for the short term, can extract a very high price in the long term when it comes to productivity and functionality. Windows makes it difficult for people to understand computers in any truly meaningful way because the very graphical methods it uses to make things easy obscures what is actually happening. Instead of using the GUI as the very effective tool that it is, far too many people use it as a crutch to limp from one incomprehensible procedure to another. In their zeal to bring easy computing to the masses, Microsoft and Apple have unwittingly created a generation of illiterate computer users who operate at relatively low levels of functionality. We are "pointing and clicking" our way to becoming a society using a technology we do not even begin to understand. And, in spite of what so many people want to believe, the next generation is not much better off.

An alternative to Windows?

Because this technology is not difficult to understand and because MS-Windows, as it is used and promoted, impedes this understanding, other countries (Mexico for example) are making it a policy to avoid using MS-Windows in favor of an up-and-coming rival operating system called "Linux" in their schools. While Linux has the capability to include graphical objects, it is not an inherent part of the operating system program and does not force the user to do so. This means that the learning process does not necessarily have to begin with manipulating graphical objects whose real meanings are not clear. This also means that Mexico may be set to produce an entire generation of truly computer literate and technically able people; here in America, the average high school graduate falls into the category of functional-but-illiterate when it comes to computers and the related technology. Another interesting aspect of the Linux operating system is that it is being developed as a cooperative effort by people from all over the world (mostly via the Internet). Anyone who wants to can contribute to the effort and Linux is free to anyone who wants it (another possible reason why Mexico and other countries prefer it to Windows, which Microsoft does not give away for free). Even though Linux is gaining in popularity it is unlikely to dislodge MS-Windows any time soon, if it ever does. But there are import lessons to be learned from the Linux story and it will be interesting to see how it plays out.

Don't blame Microsoft (or Apple)

Even though a large part of today's rampant computer illiteracy problem can be attributed to the graphically based MS-Windows operating system program and the Apple Macintosh, neither Microsoft or Apple can be blamed for trying to bring easy computing to the masses. They are ultimately in the business of creating consumer products. Windows is a remarkable and very effective program and the Apple Macintosh with its operating system is a very well designed and powerful computer. Microsoft and the rest of the industry simply misread (and continues to misread) the real needs of a large part of their customer base by assuming the typical computer user does not need or want to understand anything about what they are doing. Besides, Microsoft is in the business of selling software. It is up to the individual to learn to use a computer. Microsoft even tried to help by creating a program called "Bob" that was introduced shortly after the first popular version of Windows was released. "Bob" was supposed to help people learn to use their computers. But instead of explaining anything of importance, the user was encouraged to ask "Bob" how to do certain things. "Bob" would then guide them through a graphical, symbolic but ultimately meaningless wonderland of "explanations" and procedures that may or may not help but would not shed any light what people needed to know most. "Bob" was a dismal and pathetic failure. This underscores how out-of-touch the industry can be with real needs of the consumer. But Microsoft really made a sincere effort and should be given credit for at least trying. Unfortunately the "Bob" kind of approach of memorizing procedures without understanding the concepts is widely accepted and used. Ultimately, though, it is counterproductive.

Everyone wants an easy way out

One reason that this "Bob" kind of approach is so often taken is that many of the people who want to learn to use computers mistakenly believe that it is a simple matter of sitting down to one and "doing it." People expect almost instant gratification because of the perception that computers are so sophisticated and "smart" that little effort is required on the part of the new user—and the industry does nothing to discourage this kind of thinking. The vast majority of teaching methods perpetuate these misconceptions by emphasizing procedures over concepts, believing that people will feel cheated if the learning process is not "hands-on" from beginning to end. As a result, many people end up more confused than when they started. Once on this path it is hard to get off, and real understanding becomes maddeningly elusive. The industry, in its attempt to paint the rosiest picture, gives people the impression that it is all so simple and easy; just get a computer, they seem to say, start using it and you'll figure everything out. Relatively speaking, it is easy, but it's not that easy. In the short term, this kind of hype sells a lot of computers and adds many new computer users to the market. But it also does people (and possibly even the industry in the long run) a great disservice by giving people unrealistic expectations and getting them into something they are completely unprepared for. Many people expect and practically demand instant mastery and become indignant when it is suggested that they might have to put some real effort into the learning process. This is about as realistic as going to a university and demanding a degree in mathematics by having to take only one course.

Talking the talk but not walking the walk

Because computers are everywhere and are being used by so many people, we are all constantly hearing and reading about them. Many people absorb a lot of the terminology into their vocabulary and use it as if they know what it all means. People use terms like "file," "save," "open," "folder," "close," "exit," "boot," "copy" and many others without knowing what they mean. It's as though the ability to say the word is good enough. Even some experienced computer users use these words and associate them with what they do but have no real understanding. For example, many computer users can "save" their work but do not know what saving actually means (other than their work is not supposed disappear forever). This often results in someone saying "well, I saved my letter but now I can't find it." If a "driver's license" were required for computers, no one would be allowed to operate one if they did not understand something so basic as where their letters and other work go when they "save." Such a person could not be expected to be able to find and manage their work and they certainly could not be counted on to manage a computer. This lack of understanding can result in a number of potentially unpleasant "accidents." So many people operate computers without any understanding and toss these terms around as though they know what they're talking about. They can sometimes even be heard entering into lively conversations with each other without any idea what they are talking about. Someone who is computer literate can see right through this; someone who is not computer literate will believe that these people know what they are talking about and might walk away from the experience with a head full of misinformation and misconceptions. The confusion tends to propagate this way.

Communication breakdown

People with some computer experience sometimes say "well, I know a little bit about computers." When it comes to true computer literacy, however, there is no "little bit" about it—you either are or you are not. Those who say they know a "little bit" fall into the category of computer "honkers." They may be able to do things with a computer but they know very little about them—certainly not enough to be considered computer literate. Those who are computer literate are generally unable to discuss anything of significance with those who are not. Whenever a computer literate person attempts to explain something to someone who is not literate, things quickly degenerate into meaningless computer babble for the listener. No matter how detailed, clear and precise the explanation, it might as well be falling on deaf ears. The reason this communication gap is so difficult to bridge is because one must reach a certain basic level of knowledge before attempting to use a computer. Because few people ever take this important first step, nothing they do and nothing anyone says makes much sense. Taking someone through an effective process leading to true computer literacy requires more than a few minutes or even hours and can't be accomplished without a well thought out approach. This is why it is so frustrating for everyone involved when those who understand computers get together with those who don't and try to communicate about any computer related topic. To the computer non-literates explanations make no sense, and each attempt to clarify an explanation leads to more confusion. Each attempt to clarify the clarification makes matters even worse and so on, until someone finally feels enough is enough and everyone goes away unsatisfied.

PART THREE: The Solution

Facing the reality of the Information Age

Computers are still considered little more than interesting and useful novelties by many people, even though they may depend on computers for any number of reasons. While they may find them to be useful or even necessary, it just doesn't seem their computers are quite worthy of any real investment of time and effort when it comes to understanding them in any significant way (or, much of the time and effort they do invest is misdirected). For most of these people, however, it's time to face the reality of what the Information Age means to all of us and to take the relatively simple and easy steps needed to prepare for it. It is this reality that is so profoundly misunderstood by so many. The reality is that computers are not a passing fad; they are a necessity and an integral part of our modern world. To continue to believe that computers are something we can use without understanding is an outright denial of this reality and places severe restrictions on the benefits and rewards of the Information Age. The reality is that the technology is all around us and accessible to everyone. The latest computer technology, which was once available only to institutions that could afford the high cost, is now available to anyone who can afford a TV. Information about the technology is widely and freely distributed. The reality is that everyone has the ability to learn what they need to quickly "ramp up" and get comfortable and functional with this technology and take it as far as they want to go. The flip side of this reality is that many people have unrealistic fears and misconceptions that keep them from becoming confident and self-sufficient computer users. Everywhere they turn for help they get confusing, conflicted and incomprehensible information. They need to learn the "basics" but find it difficult, if not impossible, to get what they need because there is no clear and realistic definition of "the basics" and very few effective learning resources that can convey them effectively.

Setting very basic standards

A universal set of standards for basic computer literacy must be established before the problem of computer illiteracy can be resolved effectively on a broad scale. Incredibly, no such standards have existed before now. Companies like Microsoft have come up with standards for computer usage such as the Microsoft Certified Software Engineer (MCSE) and A+ certifications, but these do not address the more fundamental issue of computer literacy. In fact, many people go into these programs without a firm grasp of the fundamentals. This basic set of standards would apply to all computer users whatever their levels of experience. Anyone who meets these standards would then be considered computer literate and ready to function independently with a computer. People could be tested for basic computer literacy and awarded a car—a "driver's license" for computers—identifying the owner as a computer literate person. Many people, even those with a significant amount of computer experience, would likely not meet these very basic standards. Establishing a well-defined benchmark for computer literacy would help in a number of ways. Those who are computer literate would be recognized as such and those who are not would know where they stand. This would induce more people to learn what they really need. It would establish a well-defined and universally accepted goal that should be achieved before ever sitting down to a computer. Being able to quickly and easily establish whether one is computer literate or not would be helpful to employers, schools and retail stores. Many, if not most, computer users are not computer literate, and many of them—often with amazing success—pass themselves off as being computer literate by using terminology they don't understand and doing rote computer operations. They can create a lot of havoc for themselves and those around them. A great deal of confusion and inefficiency could be eliminated if everyone were to start from the same foundation of knowledge.

A hard sell

It can be very difficult to convince people of the importance of taking the time to become computer literate. Those who are new to computers often believe that the only way to learn is to "sit down and do it." In fact they are often encouraged to take this approach with the misguided notion that "you'll eventually figure it out." Once on this slippery slope to frustration it's nearly impossible to get back up. Many experienced computer users who are not computer literate often believe they know the "basics" because of all the time they've spent using a computer. They cannot accept the idea of "going back" and learning what they have missed. They feel that they are past all that and have to keep moving ahead, trying to take on even more, which can only add to their frustration. Or they feel that the concepts are too "technical" because they have been bombarded by terminology that they imagine only engineers could possibly understand. Experienced computer users sometimes have a more difficult time becoming computer literate than someone with no computer experience because they have developed many misconceptions about how things work. For them it often has to be an unlearning process as well as a learning process and there can be a lot of resistance to this. It can be very difficult to get people to understand what computer literacy is not and even more difficult to convince them that they can become computer literate, that this is important and that it will not be an unpleasant experience.

The solution is simple

Just like being able to safely drive a car, most of us need, either now or sometime in the future, to be able to function independently with a computer in a way that we can grow with it as the technology advances. Learning to do this effectively must begin with a firm grounding in basic computer literacy and very basic computer functions. The computer literacy part of the equation, which is generally not adequately addressed in most learning resources, is what enables computer users to continue to learn on their own, solve their own problems and keep from having the kinds of unnecessary problems encountered by computer illiterate people. An understanding of the underlying principles and the ability to communicate effectively with other computer literate people is the key to a comfortable and effective life in the Information Age. If we can put the majority of our population behind the wheel of a car with a reasonable degree of safety, it should be a comparatively simple matter to do the same for computers.

PART FOUR: Virtual Bill's
Computer Orientation Campaign

Computer literacy for all

At this early stage of the Information Age computers are everywhere. They are powerful, inexpensive and will change so much about the way we live in a very short time. And it is all just beginning. The revolution is happening so quickly that many, if not most, personal computers are in the hands of people who are unprepared to use them and who stand a good chance of not ever feeling comfortable with them unless they become computer literate. The Virtual Bill Computer Orientation Campaign is an effort to help us become a society of computer literate people, where computer literacy is as common as knowing how to drive a car responsibly. In order for this to happen, the learning process must be simple, standardized and verifiable—a rite of passage like that of getting a driver's license. Something that most people will feel they must go through and be tested on at some point in their lives.

Who or what is Virtual Bill?

Virtual Bill is a character created to personalize the learning process that leads to computer literacy. Virtual Bill is based on a real-life person who has developed a unique and very effective method for teaching computer literacy, currently presented in a course called "Computer Orientation." His live presentations have helped thousands of people from all walks of life since 1985. Back then many people felt that there would soon be no need for "Computer Orientation" because everyone would have a computer and know how to use it. While it is true that nearly everyone has a computer, most do not really know how to use it. In fact, "Computer Orientation" has grown in popularity and relevance to the point where a single individual cannot meet the demand for delivery of the live presentation. Virtual Bill was created as way to repackage this method for a wider distribution, with careful attention paid to staying true to the spirit and style of the live presentation. In fact, with user-interactive multimedia, the presentation has been be greatly enhanced.

A simple, three-step process to self-sufficiency—the "ultimate" goal

There are three steps to becoming a self-sufficient, confident and independent computer user, which can be considered the "ultimate" goal:

    1) Literacy: understanding the underlying concepts, terminology and operations of a computer.
    2) Functionality: learning the standard, basic procedures for operating a computer and managing information.
    3) Specialization: learning the specifics of using a computer for the particular needs of the individual.

Any attempt to shortcut this process will result in frustration. Each step requires a thorough grasp of the one before it, and the first step, becoming literate, is the most important. Since most people begin their computer experiences starting with second or third step, they never become computer literate. This is what accounts for so much of the confusion surrounding computers. The common belief is that the literacy part is either something they will eventually pick up or that it is not important. Once they have some experience behind them, they often feel there is no need to go back since they are already "past the basics," even though they may not feel confident. Most computer users—even many with years of experience—would benefit tremendously by simply taking the time and making the small effort needed to become computer literate. This would eliminate so many of their problems and allow them to make much better use of their computers by opening them up to possibilities they would otherwise not have been able to conceive. New computer users would get started on the right foot and avoid the many of the common pitfalls that plague most other users.

Taking the first step with Virtual Bill's Computer Orientation

Virtual Bill's Computer Orientation focuses exclusively on the critical first step in the process to computer self-sufficiency for both new and long-time-but-frustrated computer users. It sets standards for computer literacy that includes a realistic definition of computer literacy and a straightforward, comprehensive method for achieving it. The goal of Virtual Bill's Computer Orientation Campaign is to bring true computer literacy to everyone who needs it This may be the majority of the population. This is being done by first making clear the issues surrounding computer literacy (this is the reason for circulating the Virtual Bill Manifesto) and then taking the original live presentation of Computer Orientation and making it more widely available. This is being done through interactive CD-ROM, book, and web site. Another important part of the VB Campaign is setting up a mechanism for testing and certifying people as Computer Literate. This will give recognition to those who are computer literate and give those who are not a well-defined, achievable goal. Even people who are computer literate can benefit from Computer Orientation because it can help them in their dealings with the non-computer literate. It will help them determine, for example, when a situation is hopeless and no explanation is possible—why waste time trying to explain something that can't possibly be understood without first taking the hours needed to provide the background concepts? Instead, they can encourage the non-computer literate person to first go through Computer Orientation. This will bridge the communication gap allowing meaningful and useful computer-related conversations to take place. Then it's just a matter of one computer literate person readily learning from another who simply has more experience.