The chapters in this book focus on the intersections of science, knowledge, literacy, and writing in educational contexts. These authors apply multiple perspectives to propose a research agenda for science education. While the topics, analytic domains, and approaches to research vary, there are some common understandings and a variety of assumptions that can be examined through reflection and dialogue. A common theme is that scientific literacy involves language use, in its many forms, and that engaging in discourse processes entails participation in a community with the associated norms, expectations, genre conventions, and ways of being as defined by the actions of its members. Thus, learning to describe, argue, or write involves reading the given situation to make decisions about how to slot into a set of cultural practices of some epistemic community. The cultural practices of science are interpreted, translated, reformulated, and manifested in schools and other educational settings. To the extent that writing and literacy involve knowledge, the role of epistemic practices becomes central to such activities (Kelly, 2008).