Scientific Literacy in the Wild: Using Multimodal Texts in and out of School

• Published in: The Reading teacher Vol. 72; no. 1; pp. 61 - 70
• Main Authors: Buchholz, Beth A., Pyles, Damiana Gibbons
• Format: Journal Article
• Language: English
• Published: Newark Wiley Subscription Services, Inc 01.07.2018; Wiley-Blackwell; Blackwell Publishing Ltd
• Subjects: 1‐Early childhood; 2‐Childhood; Authentic < Assessment; Comprehension; Content literacy; Field Trips; Genres < Writing; Informational text < Strategies, methods, and materials; Instructional strategies; methods and materials; Kindergarten; Learning; Learning Experience; Literacy; Multimedia Materials; Multimodality; Nonfiction; Preschool Teachers; Quality of education; Scaffolding (Teaching Technique); Science Instruction; Scientific Literacy; Specific subject areas (math, art, etc.) < Content literacy; Teachers; Text features; text features < Content literacy; text structure < Comprehension; Text types; Writing; Writing across the curriculum < Writing
• ISSN: 0034-0561; 1936-2714
• DOI: 10.1002/trtr.1678

Building a better public education system for our children begins with providing students with real‐world learning experiences from the very beginning. To this end, the authors explored how two kindergarten teachers scaffolded scientific literacy learning using an authentic multimodal text before, during, and after a zoo field trip in ways that fostered the identity of kinder “scientists” along with good literacy skills. From their experiences, public educators can help their students develop strong science knowledge and scientific literacy through rich literacy practices intertwined with learning science content, over a period of time, with multiple, varied, and scaffolded uses of an authentic, multimodal text and paired with authentic, out‐of‐school learning experiences.