Abstract
Close examination of records of student participation in the post-compulsory science curriculum, including videotapes, student notes, teacher handouts, overhead transparencies, and textbook selections, suggests that the maximal literacy demands of the scientific curriculum arise from the need to integrate specialized verbal, visual, and mathematical literacies quickly and fluently in real time. The resulting “multi-literacies” co-ordinate meaning-making activity across multiple media, modalities, semiotic systems, and hybrid genres of communication and representation. After outlining theoretical issues and useful methodologies for analyzing such complex multi-literacy practices, and describing in some detail a number of representative examples, the article considers the implications of these literacy demands for curriculum design, pedagogy, assessment, and research.
Published Version
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