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 proceedingChapter

    1 Citation (Scopus)


    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
    Subtitle of host publicationICTs in formal and informal learning environments
    EditorsSusan Rodrigues
    Place of PublicationHershey, PA
    PublisherIGI Global
    Number of pages10
    ISBN (Electronic)9781615206919
    ISBN (Print)9781615206902
    Publication statusPublished - 2010


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