Computer Science vs IT vs Digital Literacy In 2012 shutdown or restart published by the royal society, recommended that UK schools have 3 parts to computing. No longer the single amorphous blob that was ICT. (Some things from ICT, would no longer be taught.) These 3 parts should be Computer Science, IT, and Digital Literacy (that paper says that its meaning for IT, is not the same as others have used it).



I have no problem understanding what Computer Science is and what it includes, however I continue to struggle with understanding what IT and Digital literacy are.

“Digital literacy is not a ‘subject’ in itself – neither are reading and writing – but is an essential skill for all in the modern age.” … “‘Office’ applications such as word processing,” — So learning learning to use office applications at a high level, is it IT or Digital Literacy or both?

I also think a lot of other teachers struggle with this. I have heard teachers saying “We don't do that any more. No we don't do ICT any more.” or “Isn't it a shame that we don't do that any more, now that there is no ICT.”. In a lot of instances I think that what they are talking about would be IT or Digital literacy, under the new scheme.

There are other cases, where I see teachers planning to teach computer art, and wonder is this not art? (A lot of this could be leftover from the ICT days.)

So the question is what is the difference between Computer Science, IT, and Digital Literacy? with examples.

E.g. Where do these fit in?

Learning:


Computer art.
Computer animation.
Typing training.
Unix operating system[Linux foundation certification].(https://training.linuxfoundation.org/certification).
Systems admin.
Computer Maintenance.
Network admin.
Basic training: opening files and programs, saving, loading, file system structure, …
Use of a work processor.
Computational thinking.




Note I have intentionally included some examples that may not fit in ether, and some that an arguably do.
When we were drafting the English national curriculum, we found it easier to think in terms of the foundations, applications and implications of computing, all three of which really should be included in any broad and balanced approach to the subject. You can map these to computer science, IT and digital literacy if you wish, although you would need to accept a rather broader definition of digital literacy than that used by the Royal Society 

Foundations would be about the underpinning principles of computer science (logic, algorithms, data representation, abstraction), as well as their practical expression through programming and more generally in computational thinking.

Applications is about skills in using digital technology to get useful work done, including collecting, managing, analysing and communicating data and information and creative work in a range of digital media.

Implications is about a critical understanding of the impact of digital technology on individuals and society as well safe, responsible and ethical use. I'd include intellectual property, privacy and security here too.

I've an illustration of all three in response to the question 'How does Google work?' 

Foundations: big data, Page Rank, Big Table / the Google File System (GFS) etc

Applications: type your query, click the button (well, these days it starts searching as you type), but also filtering results, advanced queries etc

Implications: profile, filter bubbles, advertising, smart creatives, separating costs and revenues for accounting purposes etc