Digital technologies can play an important and significant role in improving students’ understanding and literacies (e.g., visual, digital, and critical literacies). To develop such multiliteracy skills, students need opportunities to process and communicate information or use specialised representations that characterise a subject area, often through multiple modalities. Digital technologies are important learning tools for helping students to interpret and communicate information multimodally. In chemistry, in particular, digital technologies are effective tools for supporting students’ understanding and representation of chemical concepts on macroscopic, molecular, and symbolic levels. Designing and scaffolding appropriate learning experiences in chemistry can be a challenge for teachers, particularly when integrating digital technologies with laboratory-based activities. The purpose of this chapter is to outline how a multiliteracies framework can be used to develop and deliver an investigative inquiry unit of work to chemistry students. It describes a scaffolding model developed and investigated through a study in which an introductory unit in senior chemistry was taught using a multiliteracies approach. It also describes student learning outcomes and perceptions of the usefulness of this scaffolding approach as these were identified through the study.
