Relating Multimodal Representations to the Literacies of Science
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Given the growing interest in disciplinary literacy and multimodality, and our own research in these areas, we welcome and applaud this special issue that examines an important area in the integration of literacy and science education. This issue also addresses a long overdue concern with multimodal representations and signifies a shift in educational research and practices toward the non-verbal modes of representation that have played a central role in the constitution of scientific knowledge and learning. Since the central themes in all the articles revolve around the notions of literacy and representations, these will be our main focus in this commentary. In particular, as Prain and Waldrip’s (2010, this issue) introductory article highlights that this special issue presents “research on a range of tasks designed to support student acquisition and use of the literacies of science to develop science literacy at different year levels, with a specific focus on student-generated representations...
KeywordsMultimodal representations Literacies of science Science learning Science literacy
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