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A Conversation Between Colleagues: Defining Multiple Literacy in Science Education

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
Copyright: © 2010 |Pages: 10
ISBN13: 9781615206902|ISBN10: 1615206906|ISBN13 Softcover: 9781616922221|EISBN13: 9781615206919
DOI: 10.4018/978-1-61520-690-2.ch001
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MLA

Fortuna, Colette, et al. "A Conversation Between Colleagues: Defining Multiple Literacy in Science Education." Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments, edited by Susan Rodrigues, IGI Global, 2010, pp. 1-10. https://doi.org/10.4018/978-1-61520-690-2.ch001

APA

Fortuna, C., Henderson, S., McLuckie, J., Rodrigues, S., Syme-Smith, L., Taylor, N., & Williamson, G. (2010). 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

Chicago

Fortuna, Colette, et al. "A Conversation Between Colleagues: Defining Multiple Literacy in Science Education." In Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments, edited by Susan Rodrigues, 1-10. Hershey, PA: IGI Global, 2010. https://doi.org/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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