Harnessing popular media for science learning and critical literacy

Abstract

The theoretical framework that informs this study is drawn from the New London Group’s (1996) multiliteracies, which was developed with the goal of preparing students for the diverse nature of literacies in a globalised world. Based on the multiliteracies framework of situated practice, overt instruction, critical framing and transformed practice, a curricular intervention was designed to get students to select and examine an out-of-school media artifact related to physics.