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

doi:10.4018/978-1-61520-690-2.ch001

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 proceeding › Chapter

1 Citation (Scopus)

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.

Original language	English
Title of host publication	Multiple literacy and science education
Subtitle of host publication	ICTs in formal and informal learning environments
Editors	Susan Rodrigues
Place of Publication	Hershey, PA
Publisher	IGI Global
Pages	1-10
Number of pages	10
ISBN (Electronic)	9781615206919
ISBN (Print)	9781615206902
DOIs	https://doi.org/10.4018/978-1-61520-690-2.ch001
Publication status	Published - 2010

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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

@inbook{55e98e4c1d8b458d90599133f38f6939,

title = "A conversation between colleagues: defining multiple literacy in science education",

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.",

author = "Colette Fortuna and Sheila Henderson and Joseph McLuckie and Susan Rodrigues and Lorraine Syme-Smith and Neil Taylor and Graham Williamson",

year = "2010",

doi = "10.4018/978-1-61520-690-2.ch001",

language = "English",

isbn = "9781615206902",

pages = "1--10",

editor = "Rodrigues, {Susan }",

booktitle = "Multiple literacy and science education",

publisher = "IGI Global",

}

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. IGI Global, Hershey, PA, pp. 1-10. https://doi.org/10.4018/978-1-61520-690-2.ch001

A conversation between colleagues: defining multiple literacy in science education. / Fortuna, Colette; Henderson, Sheila; McLuckie, Joseph et al.
Multiple literacy and science education: ICTs in formal and informal learning environments. ed. / Susan Rodrigues. Hershey, PA: IGI Global, 2010. p. 1-10.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

TY - CHAP

T1 - A conversation between colleagues

T2 - defining multiple literacy in science education

AU - Fortuna, Colette

AU - Henderson, Sheila

AU - McLuckie, Joseph

AU - Rodrigues, Susan

AU - Syme-Smith, Lorraine

AU - Taylor, Neil

AU - Williamson, Graham

PY - 2010

Y1 - 2010

N2 - 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.

AB - 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.

U2 - 10.4018/978-1-61520-690-2.ch001

DO - 10.4018/978-1-61520-690-2.ch001

M3 - Chapter

SN - 9781615206902

SP - 1

EP - 10

BT - Multiple literacy and science education

A2 - Rodrigues, Susan

PB - IGI Global

CY - Hershey, PA

ER -

A conversation between colleagues: defining multiple literacy in science education

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