Computational thinking is critical thinking: Connecting to university discourse, goals, and learning outcomes

Abstract

ABSTRACTComputational thinking complements critical thinking as a way of reasoning to solve problems, make decisions and interact with our world. It draws concepts and techniques such as abstraction, decomposition, algorithmic design, generalization, evaluation and iteration from computer and information science, but has broad application in the arts, sciences, humanities and social sciences. This paper compares computational and critical modes of thinking, identifying concepts and terminology that support cross‐disciplinary discourse, inform faculty and curriculum development efforts, and interconnect learning outcomes at the course, program and university level, thus helping programs better articulate contributions to institutional goals. A better understanding of each mode can enrich what we teach aspiring information professionals about computational and critical thinking, how we teach it, and how we apply these skills in our professional work.