A conversation between colleagues: defining multiple literacy in science education

Colette Fortuna; Sheila Henderson; Joseph McLuckie; Susan Rodrigues; Lorraine Syme-Smith; Neil Taylor; Graham Williamson

doi:10.4018/978-1-61520-690-2.ch001

A conversation between colleagues: defining multiple literacy in science education

Colette Fortuna, Sheila Henderson, Joseph McLuckie, Susan Rodrigues, Lorraine Syme-Smith, Neil Taylor, Graham Williamson

Northumbria University

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

1 Citation (Scopus)

Abstract

At the University of Dundee, in the School of Education, Social Work and Community Education, there is a Science, Mathematics and ICT Education research group. The transcript that follows represents a conversation on the topic of literacy implications of technology driven practice. The authors hope the transcript will help situate their rationale for the inclusion of multiple literacy, rather than digital literacy, in the title of this book. In essence they suggest that multiple literacy in science education is the ability to identify, understand, interpret, create, apply, communicate, compute and use technology based resources associated within various science education contexts to achieve goals, develop knowledge, skills and understandings relevant to science information and ideas.

Original language	English
Title of host publication	Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments
Editors	Susan Rodrigues
Place of Publication	Hershey, PA
Publisher	IGI Global
Pages	1-10
ISBN (Print)	978-1615206919
DOIs	https://doi.org/10.4018/978-1-61520-690-2.ch001
Publication status	Published - Dec 2009

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Fortuna, C., Henderson, S., McLuckie, J., Rodrigues, S., Syme-Smith, L., Taylor, N., & Williamson, G. (2009). A conversation between colleagues: defining multiple literacy in science education. In S. Rodrigues (Ed.), Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments (pp. 1-10). IGI Global. https://doi.org/10.4018/978-1-61520-690-2.ch001

@inbook{e15e75bb056d44039036ad45bd37c890,

title = "A conversation between colleagues: defining multiple literacy in science education",

abstract = "At the University of Dundee, in the School of Education, Social Work and Community Education, there is a Science, Mathematics and ICT Education research group. The transcript that follows represents a conversation on the topic of literacy implications of technology driven practice. The authors hope the transcript will help situate their rationale for the inclusion of multiple literacy, rather than digital literacy, in the title of this book. In essence they suggest that multiple literacy in science education is the ability to identify, understand, interpret, create, apply, communicate, compute and use technology based resources associated within various science education contexts to achieve goals, develop knowledge, skills and understandings relevant to science information and ideas.",

author = "Colette Fortuna and Sheila Henderson and Joseph McLuckie and Susan Rodrigues and Lorraine Syme-Smith and Neil Taylor and Graham Williamson",

year = "2009",

month = dec,

doi = "10.4018/978-1-61520-690-2.ch001",

language = "English",

isbn = "978-1615206919",

pages = "1--10",

editor = "Susan Rodrigues",

booktitle = "Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments",

publisher = "IGI Global",

address = "United States",

}

Fortuna, C, Henderson, S, McLuckie, J, Rodrigues, S, Syme-Smith, L, Taylor, N & Williamson, G 2009, A conversation between colleagues: defining multiple literacy in science education. in S Rodrigues (ed.), Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments. IGI Global, Hershey, PA, pp. 1-10. https://doi.org/10.4018/978-1-61520-690-2.ch001

A conversation between colleagues: defining multiple literacy in science education. / Fortuna, Colette; Henderson, Sheila; McLuckie, Joseph et al.
Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments. ed. / Susan Rodrigues. Hershey, PA: IGI Global, 2009. p. 1-10.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - A conversation between colleagues: defining multiple literacy in science education

AU - Fortuna, Colette

AU - Henderson, Sheila

AU - McLuckie, Joseph

AU - Rodrigues, Susan

AU - Syme-Smith, Lorraine

AU - Taylor, Neil

AU - Williamson, Graham

PY - 2009/12

Y1 - 2009/12

N2 - At the University of Dundee, in the School of Education, Social Work and Community Education, there is a Science, Mathematics and ICT Education research group. The transcript that follows represents a conversation on the topic of literacy implications of technology driven practice. The authors hope the transcript will help situate their rationale for the inclusion of multiple literacy, rather than digital literacy, in the title of this book. In essence they suggest that multiple literacy in science education is the ability to identify, understand, interpret, create, apply, communicate, compute and use technology based resources associated within various science education contexts to achieve goals, develop knowledge, skills and understandings relevant to science information and ideas.

AB - At the University of Dundee, in the School of Education, Social Work and Community Education, there is a Science, Mathematics and ICT Education research group. The transcript that follows represents a conversation on the topic of literacy implications of technology driven practice. The authors hope the transcript will help situate their rationale for the inclusion of multiple literacy, rather than digital literacy, in the title of this book. In essence they suggest that multiple literacy in science education is the ability to identify, understand, interpret, create, apply, communicate, compute and use technology based resources associated within various science education contexts to achieve goals, develop knowledge, skills and understandings relevant to science information and ideas.

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DO - 10.4018/978-1-61520-690-2.ch001

M3 - Chapter

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BT - Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments

A2 - Rodrigues, Susan

PB - IGI Global

CY - Hershey, PA

ER -

A conversation between colleagues: defining multiple literacy in science education

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