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dc.contributor.authorBetrancourt, M.
dc.contributor.authorAinsworth, S.
dc.contributor.authorDe Vries, E.
dc.contributor.authorBoucheix, J.
dc.contributor.authorLowe, Richard
dc.contributor.editorErica de Vries and Katharine Scheiter
dc.identifier.citationBétrancourt, Mireille and Ainsworth, Shaaron and De Vries, Erica and Boucheix, Jean-Michel and Lowe, Richard K. 2012. Graphicacy: Do Readers of Science Textbooks Need It?, in de Vries, E. and Scheiter, K. (ed), Staging knowledge and experience: how to take advantage of representational technologies in education and training? EARLI SIG 2 meeting, Aug 28-31 2012, pp. 37-39. Grenoble, France: Universite Pierre-Mendes-France.

In contrast to literacy and numeracy, graphicacy is under-explored. Yet it is not only linked to fundamental cognitive abilities, but is also important in all areas of instruction. This paper reports an analysis of the graphics that appear in K-12 science school books. The questions were the following: what skills might school students need to understand these graphics? Do books provide guidance or instructions to help students process these graphics? We found that many graphics required a high level of graphicacy, in terms of strategies and skills required to understand them. Moreover, strategic guidance or instructional help were rarely provided.

dc.publisherUniversite Pierre-Mendes-France
dc.subjectgraphic representations
dc.subjectinterpretative support
dc.titleGraphicacy: Do Readers of Science Textbooks Need It?
dc.typeConference Paper
dcterms.source.titleStaging Knowledge and Experience: How to Take Advantage of Representational Technologies in Education and Training
dcterms.source.seriesStaging Knowledge and Experience: How to Take Advantage of Representational Technologies in Education and Training
dcterms.source.conferenceEARLI SIG 2 meeting 2012
dcterms.source.conference-start-dateAug 28 2012
dcterms.source.conferencelocationGrenoble, France
dcterms.source.placeGrenoble, France
curtin.accessStatusFulltext not available

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