What's new

The authors explored how two kindergarten teachers scaffolded scientific literacy using an authentic multimodal text before, during and after a zoo field trip. The approach aimed to build children's identity as young scientists along with their literacy skills. The authors conclude that rich literacy practices tied to science content work well when they run over time, use one authentic text in varied and scaffolded ways, and are paired with real out-of-school experiences.

Why it matters in Aotearoa

This article shows how a single trip can be woven into a longer literacy and science sequence for young learners, which New Zealand teachers could adapt.

Putting it into practice

Choose one authentic text linked to an upcoming visit, such as a guide, map or signboard, and use it with students before, during and after the trip.

How strong is the evidence

A practitioner-focused account of two teachers' practice. The abstract gives no formal method or outcome measures.

What to read

The description of how the text was used at each stage of the trip.

Who it's for