Graphicacy: Do Readers of Science Textbooks Need It?
| dc.contributor.author | Betrancourt, M. | |
| dc.contributor.author | Ainsworth, S. | |
| dc.contributor.author | De Vries, E. | |
| dc.contributor.author | Boucheix, J. | |
| dc.contributor.author | Lowe, Richard | |
| dc.contributor.editor | Erica de Vries | |
| dc.contributor.editor | Katharine Scheiter | |
| dc.date.accessioned | 2017-01-30T11:59:47Z | |
| dc.date.available | 2017-01-30T11:59:47Z | |
| dc.date.created | 2013-03-24T20:00:29Z | |
| dc.date.issued | 2012 | |
| dc.identifier.citation | Bétrancourt, 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. | |
| dc.identifier.uri | http://hdl.handle.net/20.500.11937/17133 | |
| dc.description.abstract |
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.publisher | Universite Pierre-Mendes-France | |
| dc.relation.uri | http://earlisig2-2012.upmf-grenoble.fr/UserFiles/EARLI_SIG2_Proceedings_2012.pdf | |
| dc.subject | textbooks | |
| dc.subject | graphic representations | |
| dc.subject | graphicacy | |
| dc.subject | interpretative support | |
| dc.title | Graphicacy: Do Readers of Science Textbooks Need It? | |
| dc.type | Conference Paper | |
| dcterms.source.startPage | 37 | |
| dcterms.source.endPage | 39 | |
| dcterms.source.title | Staging Knowledge and Experience: How to Take Advantage of Representational Technologies in Education and Training | |
| dcterms.source.series | Staging Knowledge and Experience: How to Take Advantage of Representational Technologies in Education and Training | |
| dcterms.source.conference | EARLI SIG 2 meeting 2012 | |
| dcterms.source.conference-start-date | Aug 28 2012 | |
| dcterms.source.conferencelocation | Grenoble, France | |
| dcterms.source.place | Grenoble, France | |
| curtin.department | ||
| curtin.accessStatus | Fulltext not available |