OVERVIEW Multiliteracies and Scientific Literacy Workshop objective Actively

OVERVIEW Multiliteracies and Scientific Literacy

Workshop objective Actively engage participants in the redesign of existing lesson plans to reflect a multiliteracies pedagogy in the Sciences.

Multiliteracies

The Multiliteracies Approach The inclusion of contemporary texts and contexts used by different members of societies to make meaning (Kalantzis & Cope, 2012, p. 1). Meaning-making goes beyond black and white text to include physical literacy, social languages, images, and media (Kalantzis & Cope, 2012, p. 5).

A dynamic process A multiliteracies approach: “focuses on the inevitable fluidity of meanings, their different interpretations and the necessity to negotiate meanings socially” (Kalantzis & Cope, 2012, p. 180)

Multimodalities Oral Written Visual Spatial Tactile Gestural Audio (Kalantzis & Cope, 2012, p. 191)

A process of design (Available) designs: � Resources for meaning Designing: � Reconstruction (The re-)designed: � Transform the world (Kalantzis & Cope, 2012, p. 183)

Scientific Literacy

An updated definition Scientific literacy: “…all the signifying language practices of science discourse, including verbal, visual and mathematical languages, as well as an understanding of the purposes and rationale for these literacies in representing scientific thinking and knowledge production. ” (Hand, Yore, Jagger & Prain, 2010, p. 45)

Interacting senses Fundamental sense Derived sense Cognitive and metacognitive abilities Understanding the big ideas and unifying concepts of science Critical thinking/plausible reasoning Nature of science Habits of mind Scientific inquiry Scientific language arts (reading, writing, speaking, listening, viewing and representing in science) Technological design Information communication technologies Relationships among science, technology, society and environment (Yore, Pimm & Tuan, 2007, p. 568)

Putting it all together Why does this matter?

Multiliteracies and Scientific Literacy Representing and communicating using multiple modes deepens understanding (Kalantzis & Cope, 2012) Learners who move across two or more sign systems (e. g. , images, written text, gestures) have opportunities to invent connections between them, which can lead to richer and more complex understandings (Sigel, 2006)

Topics to be covered 1. 2. 3. Textual features of scientific literature Visual meaning and scientific representations Participatory culture and the scientific community

Your task In groups, share the lesson plans you brought to the workshop. Choose 1 lesson plan that your group will redesign to reflect a multiliteracies approach.

References Hand, B. , Yore, L. D. , Jagger, S. , & Prain, V. (2010). Connecting research in science literacy and classroom practice: a review of science teaching journals in Australia, the UK and the United States, 1998– 2008. Studies in Science Education, 46(1), 45 -68. Kalantzis, M. & Cope, W. (2012). Literacies. London: Cambridge University Press. Siegel, M. (2006). Rereading the signs: Multimodal transformations in the field of literacy education. Language Arts, 84(1), 65. Yore, L. D. , Pimm, D. , & Tuan, H. L. (2007). The literacy component of mathematical and scientific literacy. International Journal of Science and Mathematics Education, 5(4), 559 -589