Presumptive literacies in technology-integrated science curriculum

Abstract

More than traditional curriculum modern inquiry-based technology supported curricula require that learners be literate. To design progressive technology integrated science curriculum for use and for learnability, it is necessary to understand the presumed literacies in the designed artifact and the ways that the designed artifact engages students in various literate activities... 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.