necessary for the design, manufacture, operation, and repair of technological artifacts, from corporate headquarters and engineering schools to manufacturing plants and maintenance facilities.

Technological literacy encompasses three interdependent dimensions—knowledge, ways of thinking and acting, and capabilities (Box ES-1). Like literacy in reading, mathematics, science, or history, the goal of technological literacy is to provide people with the tools to participate intelligently and thoughtfully in the world around them. The kinds of things a technologically literate person must know can vary from society to society and from era to era.

Individuals and the country as a whole would benefit greatly from a higher level of technological literacy. For one thing, people at all levels of society would be better prepared to make well-informed decisions on matters that affect, or are affected by, technology. For example, consumers must routinely decide whether or not to use particular products and how to use them. Technologically literate consumers would be able to make more critical assessments of technologies and, therefore, more informed decisions.

As citizens in a democratic society, individuals are also asked to help make technological choices for the country as a whole or for some part of it. Should drilling for oil be allowed in an environmentally sensitive area? Should the local government be allowed to install surveillance cameras in high-crime areas? Technological literacy would not determine an individual’s opinion but would ensure that it would be well informed.

Technological literacy is especially important for leaders in business, government, and the media, who make or influence decisions that

Front Matter (R1-R14)

Executive Summary (1-10)

1 Mandate for Technological Literacy (11-24)

2 Benefits of Technological Literacy (25-46)

3 Context for Technological Literacy (47-76)

4 Foundation for Technological Literacy (77-102)

5 Recommendations (103-114)

Appendix A: Toolkit for Technological Literacy (115-136)

Appendix B: Committee and Staff Biographies (137-146)

Index (147-156)