A conversation between colleagues: defining multiple literacy in science education

Fortuna, Colette, Henderson, Sheila, McLuckie, Joseph, Rodrigues, Susan, Syme-Smith, Lorraine, Taylor, Neil and Williamson, Graham (2009) A conversation between colleagues: defining multiple literacy in science education. In: Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments. IGI Global, Hershey, PA, pp. 1-10. ISBN 978-1615206919

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Official URL: http://dx.doi.org/10.4018/978-1-61520-690-2.ch001


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.

Item Type: Book Section
Subjects: X900 Others in Education
Department: Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing
Related URLs:
Depositing User: EPrint Services
Date Deposited: 29 Sep 2011 09:28
Last Modified: 12 Oct 2019 14:40
URI: http://nrl.northumbria.ac.uk/id/eprint/1175

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