Valuing Arts-Based Literacies in Science as Evidence of Learning
Bibliographic record
Abstract
The pedagogy of multiliteracies has expanded K-12 students' avenues to communicate disciplinary knowledge. Arts-based literacies, as one such channel, enhance cognitive and linguistic skills, particularly for bi/multilingual learners in science. Yet, teachers may overlook artistic responses as learning evidence, potentially marginalizing learners. This chapter explores ways to value artwork as evidence of learning in content-area classrooms by analyzing how 11 Grade 2/3 bi/multilingual children in Western Canada express their understanding of the water cycle through embodied performances and collages. Thematic and visual/multimodal analysis reveals that the children combined narrative and informational discourses to convey scientific knowledge. Through mediated interviews, science learning was assessed with probing questions connecting students' identities with content knowledge. Ultimately, the chapter underscores the power of arts-based literacies for students to express their scientific knowledge and position themselves as knowledge creators.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.004 |
| Scholarly communication | 0.000 | 0.005 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".