Abstract

The Twin Cities PBS Ready to Learn project focuses on the building of science and literacy skills of diverse students ages 5 to 8. It also promotes equity for historically underrepresented children in science (race-ethnic minorities, low-income children with disabilities, English Language Learners). The Transformative Transmedia Framework for Early STEM Learners offers a set of guiding principles that integrate various understandings into one comprehensive framework that informs every aspect of the project. This paper outlines the following: (1) addressing the intersectionality of racial, class, cultural, and STEM identities for young learners and dispelling negative stereotypes; (2) grounding “real world” STEM experiences in the lived realities of diverse learners; (3) recognizing and integrating social and cultural assets in STEM learning experiences; (4) integrating equity within Science and Engineering practices; (5) understanding STEM as literacy; and (6) strategies for integration in multimedia contexts. Keywords: diverse STEM learners, equity, literacy, science, transformative transmedia, Grant number: U295A150012

Citation

Ellington, R., Daniels, B., Orozco, F., Santiago, A. & Arnold, A.L. (2021). Transformative Transmedia Framework for Early STEM Learners: Harnessing the Power of Science, Literacy, and Media. Journal of Educational Multimedia and Hypermedia, 30(1), 5-34. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 13, 2024 from https://www.learntechlib.org/primary/p/217700/.

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