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Though indeed we are “Still Sailing,” the sea is not without troubled waters. As Documentation and Training Coordinator for Academic Computing at Carengie Mellon, I have observed that we “user advocates” spend a great deal of time writing and distributing computer documentation and answering users' questions — questions that are often already answered in the documents we provide. The inefficiency is apparent, rampant and expensive. Faced with limited resources and a continually expanding list of software and hardware for which we must provide support, the situation can only worsen unless we take direct action. I contend that besides proliferating documents, consultants and trainers, we ought to teach users how to read the documents that we provide, and we ought to raise their expectations of what “computer literacy” entails. This paper discusses an integrated training procedure designed to accomplish these goals.Two basic assumptions billow the sails of the discussion. They are both moral imperatives based on my ideological understanding of genuine “user advocacy.” The first is that we ought to provide not only documentation, consultants and trainers, but also a path through the quagmire that these present to novice users. The second is that we ought to define and implement “computer literacy” in such a way that it leads to the user's independence, not continued dependence on quick answers from easily accessible consultants. The adage “If you give a man [sic] a fish, you feed him for a day. But if you teach a man to fish, you feed him for life” serves our purposes well. The training procedure presented here attempts to meet these moral imperatives within the financial and academic context in which Carnegie Mellon users set sail.

Teaching users to fish: hooks, lines and sinkers for reading computer documentat