Illuminating Perspectives through Critical Visual Literacy: 56th Annual IVLA Con

This study focused on diverse high school students’ meaning-making with multimodal resources while engaging in a summer STEM program on quantum science. Students (n = 24) from high schools across the mid-Atlantic region of the United States participated in a two-week online and one-week in-person summer program designed to broaden student participation in quantum and STEM careers. Multiple data sources were used to understand how students interacted with multimodal resources, including online resources collected by students in a Padlet, students’ reflections on the resources, and class discussions around quantum visuals. Findings indicate that the multimodal resources offered useful models for understanding quantum concepts, but potential misconceptions arising from the different models must be carefully considered.