Achieving science literacy through transformation of multimodal textual resources

Science Education

Volumn 90, Issue 4, 2006, Pages 656-659

  Knain, Erik ^a  

^a NORWEGIAN UNIVERSITY OF LIFE SCIENCES   (Norway)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33745943598     PISSN: 00368326     EISSN: 1098237X     Source Type: Journal    
DOI: 10.1002/sce.20142     Document Type: Review

References (9)

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3. Jewitt, C., Kress, G., Ogborn, J., & Tsatsarelis, C. (2001). Exploring learning through visual, actional and linguistic communication: The multimodal environment of a science classroom. Educational Review, 53(1), 5-18.
4. Kress, G. (2003). Literacy in the new media age. London: Routledge.
5. Kress, G., & Van Leeuwen, T. (1996). Reading images. The grammar of visual design. London: Routledge.
6. Roth, W.-M., & Lawless, D. (2002). Science, culture and the emergence of language. Science Education, 86, 368-385.
7. Shamos, M. H. (1995). The myth of scientific literacy. New Brunswick, NJ: Rutgers University Press.
8. Van Leeuwen, T. (2000). It was just like magic - A multimodal analysis of children's writing. Linguistics and Education, 10(3), 273-305.
9. Wallace, C. S. (2004). Framing new research in science literacy and language use: Authenticity, multiple discourses, and the "third space." Science Education, 88(6), 901-914.