Fletch: Web-based journalism as a bridge to technological literacy

Studies show that students see science and technology - as it is traditionally taught in school classes - as "white and male" and as accessible mostly to academically advanced students. This stigmatizing of scientific and technological literacy is particularly problematic in light of findings that prior experience in science and technology is a critical predictor of interest and confidence in using technological tools and pursuing scientific and technological education and careers. The low percentages of students who pursue science and technology fields (National Science Board, 2002) suggest that this disconnect is a significant and persistent problem. This paper describes a tool designed to help students otherwise disinterested and disaffected from science and technology develop formative experience with and interest in scientific and technological issues. The tool was developed as part of the ByLine project. ByLine explores the hypothesis that a learning environment in which students explore the social impacts of technology through Web-based journalism can help develop a foundation for basic technological literacy for students who were not previously interested in technology. The tool supports development of technological literacy by framing student-computer interactions as part of a larger goal: publishing an online newspaper. For the students, this provides a compelling justification for developing technological skills while simultaneously providing the experience with technology so critical to future scientific and technological pursuits.