Research Directions: Multimodal Books in Science-Literacy Units: Language and Visual Images for Meaning Making

Christine C. Pappas; Maria Varelas; Sharon Gill; Ibett Ortiz; Neveen Keblawe-Shamah

doi:10.58680/la20096945

ISSN: 0360-9170
E-ISSN: 1943-2402

Research Directions: Multimodal Books in Science-Literacy Units: Language and Visual Images for Meaning Making
Author(s): Christine C. Pappas¹, Maria Varelas², Sharon Gill³, Ibett Ortiz⁴ and Neveen Keblawe-Shamah⁵
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¹ the University of Illinios ² University of Chicago ³ teacher researchers in Chicago public schools. ⁴ teacher researchers in Chicago public schools. ⁵ teacher researchers in Chicago public schools.
Source: Language Arts, Volume 86, Issue 3, Jan 2009, p. 201 - 211
DOI: https://doi.org/10.58680/la20096945
- Published online: 01 Jan 2009

Abstract

This article presents a review of the authors’ long-term research in urban classrooms. The authors explore six illustrated information books created by children as culminating activities of integrated science-literacy units, Forest and Matter, that they developed, implemented, and studied in several 1st-3rd grade classrooms in Chicago Public Schools.

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2025-07-13

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Article Type: Research Article

Research Directions: Multimodal Books in Science-Literacy Units: Language and Visual Images for Meaning Making

Abstract

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