Computer literacy in higher education and its relationship to computer science and other areas of the institution, such as general and continuing education, are considered, along with issues related to academic and administrative aspects of computer literacy. The impact of microcomputers is assessed, as is the extent to which computer science and literacy are increasing in other countries. It is suggested that given the continuing success of computer literacy at the elementary and secondary levels, computer literacy in higher education could, in time, acquire the status of a basic skill. Curricular concerns include the advantages and disadvantages of computer assisted instruction (CAI), the relationship of microcomputers to CAI, and who should be computer literate. According to the literature, computer literacy is intended for everyone, and the literacy level that is effective at one institution may be inappropriate at another, although common characteristics are indicated. Important administrative considerations are the issues of facilities planning, the acquisition of computer literate faculty and staff, and the cost of providing literacy to students, faculty, and administrators. In brief, the relationships among goals of students, faculty, and staff members and the relationship of these goals to resource support are determining factors in the planning, development, and implementation of computer literacy programs. Issues and problems of national scope that require national strategies for their resolution include: networks, national databases, federal support of computer education, national cooperation and coordination, and international competition. The state-of-the-art in computer literacy practices and research is reviewed, and a bibliography is appended. (SW)