October 2025 Featured Member Spotlight

Sujin Kim. Ph.D. George Mason University 

Xiaowen Chen. Ph.D. George Mason University 

Eden Langston. Ph.D. Candidate. George Mason University 

Kathleen A. Ramos. Ph.D. George Mason University 

Cynthia Graville. M.Ed. Saint Louis University 

Journal Article: Multilingual learners as designers of science communication: Transmodalising multiliteracies pedagogy using infographics 

This study examines how transmodalising multiliteracies pedagogy (TMP) using infographics can support multilingual learners'(MLs') engagement in disciplinary learning and literacy development in science. Collaborating with 5th grade science and ESOL teachers, this study asked: (1) How did students engage in science inquiry through creating infographics? (2) How did students' engagement and design choices evolve over time? (3) What affordances and semiotic implications were made available and manifested during the process?  Findings demonstrate that TMP facilitated multimodal and multilingual meaning‐making, enabling MLs to draw from their full semiotic repertoires, including home languages, to communicate complex scientific ideas. Guided to design for authentic audiences, students enacted epistemic agency through purposeful visual storytelling, audience awareness, and creative design using infographics. This study advances TMP as a critical equity‐oriented pedagogy that repositions MLs as designers of science communication and active participants in disciplinary literacy. 

To cite

Kim, S., Chen, X., Langston, E., Ramos, K. A., & Graville, G. Multilingual learners as designers of science communication: Transmodalising multiliteracies pedagogy using infographics. Science Education. https://onlinelibrary.wiley.com/doi/10.1002/sce.70013

Link to Article