Comparing the Cases: What Do They Tell Us About Software Literacy?

  • Elaine Khoo
  • Craig Hight
  • Rob Torrens
  • Bronwen Cowie
Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)


This chapter reports the comparative analysis of the two case studies on media studies software (see Chap.  3) and engineering software (see Chap.  4). Common themes emerged across the cases such as students’ tendency to draw from informal learning strategies to supplement formal learning approaches, the diversity of student background and software abilities, and students’ general assumption that a tier 2 software proficiency level (see Chap.  1) would be adequate entry into a professional pathway. However, the cases differed in terms of the nature of the nuanced learning goals and aspirations of each discipline which impacted on the way course curricular, teaching, learning and assessment strategies were structured. These findings have implications for teaching and learning where software plays a central role in understanding and accomplishing disciplinary ideas and practices in tertiary and workplace contexts.


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Copyright information

© The Author(s) 2017

Authors and Affiliations

  • Elaine Khoo
    • 1
  • Craig Hight
    • 2
  • Rob Torrens
    • 3
  • Bronwen Cowie
    • 1
  1. 1.Faculty of Education, Wilf Malcolm Institute of Educational Research (WMIER)University of WaikatoHamiltonNew Zealand
  2. 2.School of Creative IndustriesThe University of NewcastleNewcastleAustralia
  3. 3.Faculty of Science and Engineering, School of EngineeringUniversity of WaikatoHamiltonNew Zealand

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