Graphicacy: Do Readers of Science Textbooks Need It?
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 followi...
| Main Authors: | , , , , |
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| Other Authors: | |
| Format: | Conference Paper |
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Universite Pierre-Mendes-France
2012
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| Online Access: | http://earlisig2-2012.upmf-grenoble.fr/UserFiles/EARLI_SIG2_Proceedings_2012.pdf http://hdl.handle.net/20.500.11937/17133 |
| _version_ | 1848749376866877440 |
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| author | Betrancourt, M. Ainsworth, S. De Vries, E. Boucheix, J. Lowe, Richard |
| author2 | Erica de Vries |
| author_facet | Erica de Vries Betrancourt, M. Ainsworth, S. De Vries, E. Boucheix, J. Lowe, Richard |
| author_sort | Betrancourt, M. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T07:19:58Z |
| format | Conference Paper |
| id | curtin-20.500.11937-17133 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:19:58Z |
| publishDate | 2012 |
| publisher | Universite Pierre-Mendes-France |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-171332023-02-02T07:57:38Z Graphicacy: Do Readers of Science Textbooks Need It? Betrancourt, M. Ainsworth, S. De Vries, E. Boucheix, J. Lowe, Richard Erica de Vries Katharine Scheiter textbooks graphic representations graphicacy interpretative support 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. 2012 Conference Paper http://hdl.handle.net/20.500.11937/17133 http://earlisig2-2012.upmf-grenoble.fr/UserFiles/EARLI_SIG2_Proceedings_2012.pdf Universite Pierre-Mendes-France restricted |
| spellingShingle | textbooks graphic representations graphicacy interpretative support Betrancourt, M. Ainsworth, S. De Vries, E. Boucheix, J. Lowe, Richard Graphicacy: Do Readers of Science Textbooks Need It? |
| title | Graphicacy: Do Readers of Science Textbooks Need It? |
| title_full | Graphicacy: Do Readers of Science Textbooks Need It? |
| title_fullStr | Graphicacy: Do Readers of Science Textbooks Need It? |
| title_full_unstemmed | Graphicacy: Do Readers of Science Textbooks Need It? |
| title_short | Graphicacy: Do Readers of Science Textbooks Need It? |
| title_sort | graphicacy: do readers of science textbooks need it? |
| topic | textbooks graphic representations graphicacy interpretative support |
| url | http://earlisig2-2012.upmf-grenoble.fr/UserFiles/EARLI_SIG2_Proceedings_2012.pdf http://hdl.handle.net/20.500.11937/17133 |