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

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-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 languageEnglish
Title of host publicationMultiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments
EditorsSusan Rodrigues
Place of PublicationHershey, PA
PublisherIGI Global
Pages1-10
ISBN (Print)978-1615206919
DOIs
Publication statusPublished - Dec 2009

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