New literacies have many functions in schools and learning but science and mathematics
education are among the contexts where their full potential has yet to be explored. This book
both illustrates and critically analyzes the practice of blogging and its possibilities for
fostering different ways of communicating interacting learning and thinking in these
subjects. Grounded in empirical data gathered from teachers and students using blogs in a
variety of contexts the book examines which specific uses of blogging can be most conducive to
transforming science and mathematics classrooms into places that are more equitable and just -
places that invite and nurture new more social comprehensive and authentic forms of
participation and learning.
