Epilogue: Plotting a Research Agenda for MultipleRepresentations, Multiple Modality, and MultimodalRepresentational Competency

摘要

There is some degree of convergence in the theoretical, research, and practical lensesapplied by each person involved in this special issue—with distinct differences in theirperspectives and underlying foundations and views about the roles of the form-function oflanguage in doing and learning science. However, there is common agreement on theimportance of multiple representations, multiple modality, and science literacy for all. Anecessary and critical element of this emerging area of research is to engage the centralideas or concepts that frame the work on understanding the role language plays inconstructing and communicating science for learners, whether they are scientists, teachers,or students. Here the concept of language is used in its broadest sense; that is, languageinvolves all forms of representations that are used within science, and the most effectivescientific communications are multimodal. Therefore, science literacy partially involvescompetency with the various modes of language.