An operational definition of computer literacy for higher education is offered after reviewing various views concerning literacy and computer literacy. Some writers have specified levels of expertise beyond that of nonuser, ranging between the casual end-user and the programmer. Other definitions emphasize the computer as a tool and the importance of understanding some of the machine's capabilities. Objectives for two types of literacy programs are compared: an awareness program and a rigorous course that includes programming. Attention is also directed to results of a survey of adult attitudes toward computers, workplace-sponsored programs to train staff to use computers, literacy with personal computers, computing courses for adults, computer literacy at college, literacy for faculty, and computer-supported learning. It is concluded that computer literacy seems to have three components: the ability to use a computer as a tool, the ability to manipulate a computer beyond that of the casual end-user, and enough knowledge of the computer's capabilities to make intelligent decisions regarding its social and political use. The ability to manipulate a computer can be acquired either by learning to use an applications package or actually learning to program. (SW)