Presumptive Literacies in Technology-Integrated Science Curriculum

摘要

In this paper we explore the multiple literacies presumed in the design of inquiry curriculum created at the Center for Learning Technologies in Urban Schools (LeTUS). The current design of LeTUS inquiry-based, technology embedded science curriculum presumes a facility with, and strategic use of literacies on the part of students who enact the curriculum. Here literacy means two things: deriving meaning from patterns in knowledge domains like science and facility with different information forms. We use teacher interviews and on-line discussions to expose presumptive literacies in design and learners' literacy challenges and offer suggestions that teacher modifications to these units can inform future design to support literacy in science.