This article presents a framework for considering teaching intentions relating to literacy within the context of the school science curriculum. It focuses on the provision of learning experiences involving discussion,reading and/or writing and specifically on student-authored podcasting as a "writing-to-learn" activity that can assist young people to make meaning and deepen understanding in science. Students listened to scientists describing their research and then prepared podcasts to communicate the ideas to their peers. The students and their teachers were interviewed to explore their perspectives on whether and how the young people had gained knowledge, understanding and skills. (Contains 1 figure and 2 boxes.)