background-color: rgb(255, 255, 255); color: rgb(43, 45, 56);">A field outside of language education where literacies have a significant impact is science learning, especially concerning ecosystems in biology. A prime illustration of this is the incorporation of infographics created by students to demonstrate how energy moves through food chains and food webs. Rather than solely composing a conventional report or responding to textbook queries, students are tasked with creating a visual representation that integrates text, images, symbols, and data.

In this instance, literacy extends beyond merely reading and writing text. It encompasses the capacity to analyze, structure, and share scientific data through various methods. Learners start by examining scientific materials regarding producers, consumers, and decomposers. This reading phase assists them in developing precise academic understanding and recognizing essential concepts that need to be depicted.

Students then convert this information into a visual format. They need to determine how to design their infographic, which information is essential, and how to illustrate the connections between organisms. For instance, arrows depict the flow of energy, whereas images or icons symbolize various species. This necessitates spatial literacy, as significance relies on the arrangement of elements on the page.

The use of written language is also significant. Students are required to condense intricate scientific concepts into brief, straightforward statements. This assists them in practicing academic language without extraneous details. Concurrently, numerical information or technical terms might be involved, necessitating exactness and clarity.

Digital literacies come into play when learners utilize tools such as Canva or PowerPoint to produce their projects. They need to maneuver through design attributes, choose suitable templates, and integrate visual and textual components efficiently. This indicates that scientific comprehension is conveyed not just through language but also via design decisions.

Ainsworth, S. (2008). The educational value of multiple-representations when learning complex scientific concepts. Learning and Instruction, 18(3), 191–208. https://doi.org/10.1016/j.learninstruc.2007.03.005

Bezemer, J., & Kress, G. (2016). Multimodality, learning and communication: A social semiotic frame. Routledge.

Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.

Liu, Z., & Park, J. (2014). What makes a good infographic? A review of research and practice. Journal of Visual Literacy, 33(2), 1–20. https://doi.org/10.1080/1051144X.2014.11676728

Using Infographics in Science Education: Literacies as Tools for Representing Academic Knowledge