Jeong, SoyeonOh, SeoyeonSong, SeojinPark, SeongbinKlein, MaikeKrupka, DanielWinter, CorneliaGergeleit, MartinMartin, Ludger2024-10-212024-10-212024978-3-88579-746-32944-7682https://dl.gi.de/handle/20.500.12116/45207Quantum literacy may be defined as an ability to understand how quantum technologies are used as well as a capability to assess various claims made about quantum computing such as quantum supremacy with minimum knowledge of quantum mechanics [Ni23]. As is argued in [BV10], we also believe that in order to understand the basic ideas about quantum computing, it is not necessary to have solid background in quantum physics. Instead, it is possible to become quantum literate if important differences between classical computing and quantum computing are clearly understood. In this paper, we report our ongoing project that aims to introduce quantum computing to novices. More specifically, based on our experiences of teaching quantum computing at a middle school and a university [Ki23; Le23] we found that students had difficulty in understanding entanglement and we propose a simple, yet nontrivial example which illustrates how entanglement serves as a computing resource that can cut down the number of steps to compute a certain problem. The example is an adaptation of the approach introduced in [Hu18] and we designed a sequence of steps to introduce entanglement to students so that they can understand a subtle issue such as linking two parts of quantum states in such a way that the information in one part is associated with that of the other part in a useful way [Br01].enEntanglementQuantum literacyQuantum educationText/Conference Paper10.18420/inf2024_471617-54682944-7682