A Conversation Between Colleagues: Defining Multiple Literacy in Science Education

A Conversation Between Colleagues: Defining Multiple Literacy in Science Education

Colette Fortuna (University of Dundee, Scotland), Sheila Henderson (University of Dundee, Scotland), Joseph McLuckie (University of Dundee, Scotland), Susan Rodrigues (University of Dundee, Scotland), Lorraine Syme-Smith (University of Dundee, Scotland), Neil Taylor (University of Dundee, Scotland) and Graham Williamson (University of Dundee, Scotland)
DOI: 10.4018/978-1-61520-690-2.ch001
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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.

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