Man, by his very nature, puts things between himself and the environment, turning the latter into a place, a space. He arranges the environment around him on multiple levels, by projecting parts of himself and shaping the frontiers and the horizons that surround, define and represent him. This was learnt a long time ago, but a trace and a memory remain in the way man acts: when mapping reality (both physical reality and the reality explored through digital means), we observe it and find a way through it by adopting behaviours that have always been similar. What has changed in this mapping is
Youth participants in an informal after school science program created a multimodal digital video public service announcement video. This paper considers the counterstories that emerge within the video and during the making of the video that challenge existing definitions of science literacy. The investigation suggests youth engage in expansive learning where vertical knowledge and horizontal knowledge inform their actions toward community based energy issues. Vertical knowledge describes the scientific knowledge youth engage while horizontal knowledge refers to the locally situated knowledge
Presentation on NSF grant DRL-0917614 (""Communicating Ocean Sciences Informal Education Network: Scientists Working Together to Promote Ocean Literacy"") presented at the CAISE Convening on Organizational Networks, November 17th, 2011.
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TEAM MEMBERS:
Catherine Halversen
resourceresearchMuseum and Science Center Exhibits
Presentation on NSF grant DRL-1010844 (""STAR Library Education Network: A Hands-on Learning Program for Libraries and Their Communities"") presented at the CAISE Convening on Organizational Networks, November 17th, 2011.