The multimodal affordances of language in STEM education

Christine D. Tippett; Mark A. McDermott; Todd M. Milford

doi:10.1016/B978-0-12-818630-5.13033-7

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Book chapter

The multimodal affordances of language in STEM education

Christine D. Tippett, Mark A. McDermott and Todd M. Milford

International Encyclopedia of Education, pp.42-49

Elsevier Ltd, Fourth Edition

2023

DOI: 10.1016/B978-0-12-818630-5.13033-7

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Abstract

The multimodal nature of language is a commonality across various perspectives of literacy, including disciplinary literacy; individual science, technology, engineering, and mathematics literacies; and STEM literacy. We present three models of multimodality that can be used to consider the role of language in STEM and propose that integrated STEM education can be a springboard to enhanced development of language and literacy skills. Drawing on the affordances of multimodalities, learners' language and literacy skills can be developed while STEM concepts are explored, simultaneously strengthening both communication skills and STEM understanding.

Disciplinary literacy

Engineering literacy

Language and literacy

Mathematical literacy

Multimodality

Representational competence

Science literacy

STEM

STEM Literacy

Technological literacy

Details

Title: Subtitle: The multimodal affordances of language in STEM education
Creators: Christine D. Tippett - University of Ottawa
Mark A. McDermott - University of Iowa
Todd M. Milford - University of Victoria
Resource Type: Book chapter
Publication Details: International Encyclopedia of Education, pp.42-49
Edition: Fourth Edition
Publisher: Elsevier Ltd
DOI: 10.1016/B978-0-12-818630-5.13033-7
Language: English
Date published: 2023
Academic Unit: Education Administration; Teaching and Learning
Record Identifier: 9984374225702771

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