ECU Science and Literacy Education
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  • Home
  • Introduction
  • Modules 1- 6
    • Module 1 - So...what kind of text is this?>
      • What makes this text so hard to read?
    • Module 2 - Genres in science text
    • Module 3 - Text structures...what's that?
    • Module 4 - Enough vocabulary to choke you!
    • Module 5 - Translation...the back and forth in science text!
    • Module 6 - Writing to learn science
  • Resources
    • Standards

What is literacy?

"Being able to read and use the signs and symbols of a community to impact that community." Ann Ruggles Gere

Literacy defined

Literacy in Science

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The study of science demands that individuals be discriminating readers.  The facilitation of the science discipline is dependent on a structure of existing knowledge that serves as a framework for the integration of new knowledge.  Thus, science exists as an “amoebic” structure that continuously assimilates new scientific facts and concepts, rearranging some and rejecting others, ultimately distributing this information in a written textual format.  It is done this way because the work is complex and extensive – far too difficult to be stored and distributed via oral language and/or an illustrative venue alone.  Therefore, it is necessary to be a critical and somewhat skilled reader and writer, in order to readily take up the study of science.


Objectives of these modules:

Upon completion of these modules, teacher candidates will be able to:

  1.  identify unique features associated with using science text, graphic representations, symbols, and mathematical representations to teach science.
  2. demonstrate knowledge of the theoretical/research base on using science text, graphic representations, symbols, and mathematical representation to teach science.
  3. make connections between using science text, graphic representations, symbols, and mathematical representations to teach science and the theoretical/research base that supports the parts of science text as important ones in the study of science.
  4. apply the steps of using certain teaching strategies based on using science text, graphic representations, symbols, and mathematical representations to teach science as given by case studies or example.
  5. contrive and evaluate examples of implementation of using science text, graphic representations, symbols, and mathematical representation in order to teach science.

Related standards

Link to related Common Core States Standards
Link to related NC Essential Standards
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