Thus, the purpose of this study is to understand how the characteristics of hacker culture are integrated into code literacy education. Therefore, the main objective of this study is to understand how the characteristics of hacker culture are integrated into code literacy education.
C ODE LITERACY AND DIGITAL LITERACY
This study aims to contribute to discussions about the relationship between coding literacy and digital literacy. In the following sections, this relationship will be demonstrated by arguing that coding literacy complements digital literacy, directly and indirectly, through computational thinking and digital creation.
C ODE LITERACY EDUCATION IN F INLAND
Digital fabrication activities typically take place in fabrication labs, such as makerspaces, hackerspaces, fab (or fabrication) labs (Fab Lab). In grades 7-9, programming is applied to the design and manufacture of craft products, eg, using embedded systems such as Arduino.
H ACKER CULTURE AND ITS IMPLICATION FOR EDUCATION
The hacker and its connotations of crime did not appear in the mainstream media until the 1980s, with the premiere of the film WarGames (1983) and the two books The Cuckoo's Egg (by Clifford Stoll, 1989) and Cyberpunk (by Katie Hafner and John Markoff, 1991). Several researchers borrow the term hacking and hacker ethics to propose innovative pedagogies or educational philosophies in the digital age.
T HE CHARACTERISTICS OF HACKER CULTURE IN CODE LITERACY EDUCATION
Bringing hacker culture to code literacy education is to emphasize collaboration in learning activities. The research question of this study is: How are the characteristics of hacker culture integrated into code literacy education.
R ESEARCH DESIGN
R ESEARCH CONTEXT AND PARTICIPANT RECRUITMENT
The interviewees had to sign the consent form before the interview and send it back to the interviewer. Only when the new subject signed the consent form and sent it back to the researcher was the recruitment process truly complete.
D ATA COLLECTION
During the entire synchronous interview, the interviewer can observe and understand the feelings of the interviewees through their voice or facial expressions, so they can slightly change or clarify the way they ask questions and give answers for a clearer understanding. The purpose of the opening segment was to establish rapport between the interviewer and the interviewees and to start the conversation in a comfortable atmosphere so that the interviewees could feel comfortable telling their stories. Follow-up questions were asked if there was something unclear in the answer or if the interviewer wanted to express more of the respondents' ideas.
All important announcements were also written down and displayed immediately after the interview, when the interviewer's memory was still fresh.
D ATA ANALYSIS
So some more specific bullet points are needed: 'this needs to be covered, this needs to be covered'. The entire paragraph was coded as the vagueness of instructions in the FNCC14 and the sentence "Each teacher is free to interpret what he or she thinks it is" was additionally coded as the teachers' autonomy in teaching programming. Another insight gained from this answer was that although the term computational thinking is not directly mentioned in the FNCC14, the terms "logical thinking" and "algorithmic thinking" were mentioned as the representatives of that concept, so they were coded as computational thinking. thinking in the FNCC14.
For example, in the first place, computational thinking and digital fabrication were two separate topics.
C ODE LITERACY , COMPUTATIONAL THINKING AND DIGITAL FABRICATION
So, by programming the microcontroller, they [students] are in a process that will improve computational thinking,” said P4. Another benefit of digital fabrication is that it can deeply engage students by giving them the joy of playing with physical devices. I want to emphasize that digital fabrication and maker culture will engage students to do this because they like the physical material and play with physical material doing their own project.
And maybe they don't realize that they are using it [computational thinking] or developing it; but in the process they are very engaged.
C ODE LITERACY EDUCATION INTEGRATED IN FNCC14
On the one hand, teachers have their autonomy when they can "freely interpret what they understand" (P6) of programming education mentioned in FNCC14. Also, in FNCC14, to reinforce students' knowledge of code, computational thinking is integrated into the mathematics course. The phrase "computational thinking" is not directly mentioned; instead, it is referred to by the words "logical thinking" or "algorithmic thinking".
However, like other instructions in FNCC14 regarding computer programming, these concepts are not explained clearly enough: “They have been mentioned, but it would require more detailed instructions”, said P6.
E DUCATORS ’ PERCEPTION OF HACKER CULTURE
As claimed by P4, this way of thinking and working is "at the heart of hacker culture". Another critical element in the hacker culture is the openness and cooperation among the members. When it comes to the comparison between hacker culture and maker culture, the participants offered their own explanation for maker culture being promoted more widely than hacker culture in the current times.
One informant said frankly that she hesitated to promote the concept of hacker culture because of the gender issue.
S TUDENT ’ S ACCESS TO TOOLS AND DEVICES
The project ends so that the children, if they are interested, can reuse their parts that they have put together to make something else.” (P1). If they have some kind of club or if they have some free spaces where students can come and do something, it's possible. Do they have enough money or do they have the knowledge and experience and what should they: what to buy and use in ICT education?” (P5).
So, for some cities, they have everything you can imagine, for example, in Kauniainen, they have a.
S TUDENT DIVERSITY IN A CODING CLASS
Those students are more likely to take the same type of coding class, even multiple times, so they have previous coding experience. P1 mocked talented students based on "how often they ask for help, what kinds of things they ask for help, and what they made". Interestingly, one participant thought that the problem lies in the difference in self-reliance between boys and girls.
Some might be into it [coding] because it's fun and because they have good experience with this kind of thing in the past.
H ANDS - ON LEARNING ACTIVITIES
Three of the six participants openly admitted that they did not know much about the students' opinion about computer programming. Three of the six informants shared the idea that playfulness is reflected in the student's self-directed learning progress. Another interviewee mentioned a “competition game between groups of students” (P3) as a way to create more fun and motivation in the classroom.
Another teacher talked about a different mindset that affects students' attitudes towards tinkering: "I think for a lot of people it seems like some are afraid to touch anything they're not really familiar with" (P1).
T EACHERS AS FACILITATORS
And we always try to make sure that children learn patience. Because messing around requires a lot of patience and a 'make mistakes and learn from mistakes' kind of mindset. And yes, this kind of escalated the situation, because before there were also big differences.
Of course, there is such material, but I have not found the good material for it.
C ODE LITERACY , DIGITAL LITERACY AND COMPUTATIONAL THINKING
F INNISH EDUCATIONAL EXPERTS AND TEACHERS ’ PERCEPTIONS OF HACKER CULTURE
T HE CHARACTERISTICS OF HACKER CULTURE PRESENTING IN CODE LITERACY EDUCATION IN F INLAND
The ability of students to solve the coding tasks themselves is one of the characteristics for teachers to spot the gifted students in the class. The participants believe in the capacity of such students to explore the technology themselves. However, most of the participants admitted that they did not have a full understanding of the students' perceptions of coding.
Student collaboration sometimes occurs naturally, especially in the coding club, when students have a desire to share their coding products with each other.
T HE IMPLEMENTATION OF CODE LITERACY EDUCATION IN F INLAND
In general, play can be manifested in any classroom activity as long as it evokes in students the joy of exploration and engagement. Given the ambiguity of the guidelines in FNCC14, teachers' interpretation of computer programming education affects how they integrate coding into their math and arts classroom. In the non-formal education sector, teachers and instructors possess an even greater degree of autonomy in teaching practice.
In the youth work sector, the finding that youth workers play an important role in connecting students and technology experts confirms the argument of Lundqvist and Kiviniemi (2017).
T RUSTWORTHINESS OF THE RESEARCH
However, the fact that the interviewees come from different backgrounds and four of them are experts increases the credibility and robustness of the study. That process was continuously repeated until the data was reasonably linked to the theoretical framework and the research questions of the study were answered. The subjective interpretation in data analysis can threaten the validity of the research.
The nature of the research, which follows a qualitative approach and an interpretive paradigm, applies to the subjectivity of the researcher.
E THICAL CONSIDERATION
To prevent the participants' ideas from being misunderstood, all their words were put into context when they were spoken. The latest APA guideline (7th edition, 2020) was checked carefully to ensure that the updated style of writing was used in this study. Turnitin, an online plagiarism detection service, was used to check the origin of this study before it is published.
The two genders discussed in this study are male and female (or referred to as "boy" and "girl").
S UMMARY
First, student diversity, which manifests itself in the difference in levels, interests and genders of students, is embraced in the classroom. Girl students tend to be more engaged in coding activities with the integration of graphics, arts and crafts; and they are also likely to lack confidence when it comes to coding and technology activities. Thirdly, various hands-on activities are organized in the classroom in which playfulness, tinkering, creativity and the balance between working individually and working together are central.
In terms of collaborative and individual learning, the focal point is the goal of the learning task.
I MPLICATIONS
The findings also show that characteristics of hacker culture are present in many aspects of code literacy education. Furthermore, some new insights into the implementation of coding education in Finland have emerged from the collected data. Knowledge of codes is being advocated by different educational sectors: formal schools, non-formal educational institutions, youth work centers.
In conclusion, similar to agile methodology in software development4, feedback loops and collaboration are necessary to accomplish any strategy to improve code literacy education.
F UTURE WORK
Each of the properties presented in this study can also be an independent topic for future studies. Ethical principles for research in the humanities and social and behavioral sciences and proposals for ethical assessment. -based literacy for young children: digital literacy through learning to code. ed.), Young children and families in the information age.
What are the main challenges of teachers/youth workers when they organize coding practical activities in class.
