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

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

Susan Rodrigues
Indexed In: SCOPUS
Release Date: December, 2009|Copyright: © 2010 |Pages: 364
DOI: 10.4018/978-1-61520-690-2
ISBN13: 9781615206902|ISBN10: 1615206906|EISBN13: 9781615206919
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Description & Coverage
Description:

Although the field of informal learning has much to contribute to the field of formal learning, these fields appear to be failing to synergize and balance to create the ideal education environment.

Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments explores the nature of various learning enlightenment mediums and their consequences within a classroom context to synchronize understanding within the schooling fields. This authoritative collection provides an overview of current research, practices, and evidence-based approaches regarding further development for best practices of multiple literacy teaching atmospheres.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Diffusion of ICT innovation
  • Dimensions of language in podcasts
  • Enhancing scientific literacy
  • Formal learning environments
  • Informal learning environments
  • Learning process in the 21st century
  • Multimedia learning aids
  • Multiple literacy in science education
  • Online Assessment
  • Quality higher education through e-learning
Reviews & Statements

Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments seeks to document rationales, theories and ideas that underpin their use of ICT in various formal and informal science education domains.

– Susan Rodrigues, University of Dundee, Scotland
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Editor/Author Biographies
Susan Rodrigues, is a Professor of Science Education at the University of Dundee (Scotland). She is the Director of the Professional Doctorate programme at the School of Education, Social Work and Community Education, University of Dundee. She started as a teacher in chemistry and physical education. She received her PhD in Chemical Education from the University of Waikato (New Zealand).
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Editorial Advisory Board
TENTATIVE
  • John Cripps Clark, University of Melbourne, Australia
  • Paul Edwards, Consultant in Business Process Engineering, Melbourne, Australia
  • Simon Gallagher, National Foundation for Educational Research, Slough Berks, England
  • Elizabeth Gibson, Independent Consultant, Benloch, Australia
  • Ivor Hickey, St. Mary's University College, Northern Ireland
  • Andrew Marks, Independent Researcher, England
  • John Murnane, Graduate School of Education, University of Melbourne, Australia
  • Susan Rodrigues (Editor) ESWCE, University of Dundee, Scotland
  • Neil Taylor ESWCE, University of Dundee, Scotland