Making thinking visible: Growth in graphical literacy, grades 3 to 4

Computer-Supported Collaborative Learning Conference, CSCL

Volumn 8, Issue PART 1, 2007, Pages 206-208

  Gan, Yongcheng ^a   Scardamalia, Marlene ^a   Hong, Huang Yao ^a   Zhang, Jianwei ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

CODING SCHEME; TIME SPAN;

MAMMALS;

EID: 84861039051     PISSN: 15734552     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (11)

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3. Clark, R. C. & Mayer, R. E. (2002). E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. San Francisco: Jossey-Bass Pfeiffer.
4. Paivio, A. (1991). Dual coding theory: retrospect and current status. Canadian Journal of Psychology, 45, 255-87
5. Readence, J., Bean, T., & Baldwin, S. (2004). Content area literacy: an integrated approach, eighth edition. Dubuque, IA: Kendall-Hunt, 260.
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7. Roth, W. (2002). Reading graphs: contributions to an integrative concept of literacy. Journal of Curriculum Studies, 34 (1), 1-24.
8. Scardamalia, M. (2003). Crossing the digital divide: Literacy as by-product of knowledge building. Journal of Distance Education, 17 (Supplement. 3, Learning Technology Innovation in Canada), 78-81.
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10. Sun, Y., Zhang, J., & Scardamalia, M. (under review). Literacy as a by-product of knowledge building. Journal of Literacy Research.
11. Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (in press). Socio-cognitive dynamics of knowledge building in the work of 9- and 10-year-olds. Educational Technology Research and Development.