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Representing science literacies: an introduction

journal contribution
posted on 2023-05-18, 03:46 authored by Waldrip, BG, Prain, V
Clarifying the relationship between science education and broader literacy learning has received increasing attention in recent years, with researchers claiming the need for closer mutually beneficial links between these two areas (Australian Academy of Science 2008; Saul 2004; Shanahan and Shanahan 2008; Yore et al. 2003). There is now growing recognition that learning science means learning a particular “disciplinary literacy” (Moje 2008, p. 1), and therefore learning how to integrate the multi-modal literacies of this subject. Rather than these literacies being viewed as peripheral to learning, or surface features of content acquisition, they are now understood by researchers in this area as crucial tools for meaning-making and knowledge production. Developing this understanding, especially with secondary science teachers, perhaps needs further work, where subject-specific literacy is often perceived as a matter of technical correctness, or addressing an expression deficit, rather t

History

Publication title

Research in Science Education

Volume

40

Pagination

1-3

ISSN

0157-244X

Department/School

Faculty of Education

Publisher

Kluwer Academic Publ

Place of publication

Van Godewijckstraat 30, Dordrecht, Netherlands, 3311 Gz

Rights statement

Copyright 2009 Springer Science+Business Media B.V.

Repository Status

  • Restricted

Socio-economic Objectives

Learner and learning not elsewhere classified

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