A position is put forth on the appropriate content of a computer literacy course and the role of computer literacy in the community college. First, various definitions of computer literacy are examined, including the programming, computer awareness, and comprehensive approaches. Next, five essential components of a computer literacy course are identified, followed by extensive rationales for their inclusion. These components are: (1) programming skills in the BASIC language; (2) the ability to operate modern hardware and use existing software; (3) the ability to communicate with computer specialists using correct computer terminology; (4) knowledge of the social, political, and economic impact of computers; and (5) an abstract concept of how a computer operates. The rationale sections state that programming, for example, is included to narrow the educational gap between the affluent and disadvantaged; increase students' self-esteem; improve their understanding of mathematical concepts, thought-processing techniques, syntax, and logic; teach the limitations of the computer; and help students overcome fear of the machine. Next, the exclusion of other possible content areas, such as consumer awareness and the history of computers, is defended. Finally, the role of community colleges in promoting computer literacy is stressed, indicating that the most computer illiterate segment of society (i.e., those 35 and older) is the educational responsibility of the two-year college. A list of behavioral objectives for the proposed course is appended. (LL)