Live Blog: Potential of Graphic Nonfiction for Teach and Learning about Earth Science
by Greg McVerry · December 7, 2013
My live blog. I am so excited about this session.
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Guzetti: Second Life is getting too expensive for educators to choose. A lot of islands are disappearing.
Guzzetti: It is about multiple texts and not supplemental texts.
Students enjoyed the inclusivity and simulations that were possible in Second Life.
Bowness Island in Second life had terms more comparable to the videos and textbooks. The terms were defined through simulation.
The virtual worlds used dramatically less key vocabulary.
Interesting that the videos posted from NOAA had the about the same number of terms as the science textbook from the earlier papers. Yet the terms were not explicitly defined in the video.
Reminds me of an NSF proposal that I an and I put in that was not funded. We wanted to create a virtual world to learn about climate change, online reading comprehension, and argumentative writing.
They used NOAAs Facebook page. They then looked at four virtual worlds in Second Life. Abyss Laboratory. The Virtual State Fair. The Field Studies Center, and Explorer Island.
Next paper Learning about climate change through social media.
If I was to use Twitter to teach disciplinary literacies I would include hashtags as well as NOAA’s feed. Add #climatechange and #climatehoax. Compare the texts. Argumentative writing in socialy complex texts
Here is today’s NOAA feed: https://twitter.com/NOAA
The NOAA feed was still predominantly an authoritative voice. Not lexically dense but technical vocabulary in 27%. The audience was for novices. The tweets assumed prior knowledge in the audience. Tweets were to inform. 9% though refuted other stories.
Nice the authors included sources linked in the tweets in their content analysis.
I just checked out the #climatehoax and #climatechange website. I think that might be an interesting approach to using the authors methods.
They collected 200 tweets from NOAAs feed.
They wanted to know if NOAA and NASA post to social media does it serve as disciplinary literacy events? How do the discursive practices change the text? Can the new media attract more students?
Here is the link to the the definition the authors are using for scientific literacy: http://www.ed.sc.edu/raisse/pdf/ScienceArticles/LanguageDemandsofScienceReadinginMiddleSchool.pdf
Definition of scientific literacy:
Functional scientific literacy: being able to write in non technical ways about science, but true science literacy involves the discourses of the discipline.
Fong (2004) why is scientific language so important to the learning of science? Why do stduents get turned off by scientific language?
Doing science is doing science language.
Next up “Help Wanted: ‘Citizen #scientists’ w/Smartphones”: A discursive analysis of NOAA Twitter Posts and Implications for Disciplinary Literacy.
The textbook contained the most content none of the books highlighted science and climatology as a career. Need a critical view.
The Weird Weather was not recommended. 84 terms in 11 categories. It was written in British English. The terms were not explicitly defined nor could be inferred from contexts. The text used satire and humor. Looking at the text myself it seems more like a multigenre story rather than just a graphic text. The book had footnotes that were extensive. Charts and graphs were included within the frame.
In the graphic text the narrator provided consistency. The graphic text included a glossary.
Understanding Global Warming had 56 terms in 12 categories. The story was told through a fictional character. Informational narrative text. The bok had 56 terms in 12 categories. Key terms were explicitly defined in context.
The text book had 95 terms in 12 categories. Most of the words were explicity defined in context. Some words had to be inferred from context. Text structure in the text book included color coding headings.
They uses three texts Earth Science, a textbook. They then used also Understanding Global Warming and Weird Weather.
They compared the books using matrix analysis.
Guzzetti:Visual Literacy is a key 21st century skill.
They used graphic nonfiction to teach climate change. It was an alternative and a supplemental texts. They wanted to know if it would be useful.
Barbara Guzzetti is up first.