A Framework for Developing Critical Literacies in Computer Architecture Education

Graduate courses in computer science are concerned with teaching the content, but also teaching the critical literacies required for computer science research. Prior research suggests that developing these conceptual understandings of scholarly work must be done explicitly, actively, and with appropriate scaffolds. This paper reports on a study completed in a graduate level computer architecture seminar in Asia which used active learning techniques and Chi’s ICAP framework for cognitive engagement; opportunities to interactively learn from peers; and reflective questioning techniques to develop students’ critical literacies. Student engagement was measured based on a survey and interviews, which were thematically analyzed. Student performance on critical review tasks was based on a standardized rubric. Based on prior research and the analysis of student engagement measures, structured interviews, and student performance on critical review tasks over the course of the semester, we propose a new framework for understanding how graduate students develop critical literacies in computer architecture.