Creating the Citizen

2022 ◽  
pp. 53-73
Author(s):  
Steve Masyada ◽  
Elizabeth Yeager Washington
Keyword(s):  
Student Engagement ◽  
Social Studies ◽  
Critical Literacy ◽  
Civic Education ◽  
Real World ◽  
Civic Life ◽  
Promising Practices ◽  
Good Citizenship ◽  
College Career ◽  
Definition Of

This chapter presents an approach to civic education that integrates critical literacy with the research-based promising practices of civic education and the College, Career, and Civic Life (C3) Framework for Social Studies Standards. The authors present a definition of critical literacy that reflects a broad-based approach to the concept while exploring what critical literacy may look like within a civic education classroom and the ways in which this reflects a particular approach to good citizenship. Perceived connections between critical literacy, the promising practices, and the dimensions of the C3 Framework are illustrated throughout the chapter, and the authors provide a real-world example to demonstrate what integration may look like in practice through either extra-curricular or classroom-based student engagement.

Creating the Citizen

2019 ◽  
pp. 94-122
Author(s):  
Steve Masyada ◽  
Elizabeth Yeager Washington
Keyword(s):  
Student Engagement ◽  
Social Studies ◽  
Critical Literacy ◽  
Civic Education ◽  
Real World ◽  
Civic Life ◽  
Promising Practices ◽  
Good Citizenship ◽  
College Career ◽  
Definition Of

This chapter presents an approach to civic education that integrates critical literacy with the research-based promising practices of civic education and the College, Career, and Civic Life (C3) Framework for Social Studies Standards. The authors present a definition of critical literacy that reflects a broad-based approach to the concept while exploring what critical literacy may look like within a civic education classroom and the ways in which this reflects a particular approach to good citizenship. Perceived connections between critical literacy, the promising practices, and the dimensions of the C3 Framework are illustrated throughout the chapter, and the authors provide a real-world example to demonstrate what integration may look like in practice through either extra-curricular or classroom-based student engagement.

Participatory Literacy and Taking Informed Action in the Social Studies

2022 ◽  
pp. 1125-1141
Author(s):  
Casey Holmes ◽  
Meghan McGlinn Manfra
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
School Setting ◽  
Democratic Participation ◽  
Civic Life ◽  
College Career ◽  
The Social ◽  
Participatory Technologies ◽  
Participatory Literacy ◽  
K 12

The purpose of the social studies is to prepare students for life as citizens in a democratic society, and this requires attention to the variety of digital spaces inhabited by our K-12 students in today's increasingly digitized world. Incorporating participatory technologies into structured inquiries in the social studies may help develop students' skills and abilities in critically sourcing, evaluating, sharing, and creating media, and provides the opportunity for increasingly democratic participation and civic engagement both in and out of the school setting. In this chapter, the authors suggest the integration of participatory literacy with the College, Career, and Civic Life (C3) framework as a means of supporting students in taking informed action.

Participatory Literacy and Taking Informed Action in the Social Studies

2020 ◽  
pp. 40-56
Author(s):  
Casey Holmes ◽  
Meghan McGlinn Manfra
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
School Setting ◽  
Democratic Participation ◽  
Civic Life ◽  
College Career ◽  
The Social ◽  
Participatory Technologies ◽  
Participatory Literacy ◽  
K 12

The purpose of the social studies is to prepare students for life as citizens in a democratic society, and this requires attention to the variety of digital spaces inhabited by our K-12 students in today's increasingly digitized world. Incorporating participatory technologies into structured inquiries in the social studies may help develop students' skills and abilities in critically sourcing, evaluating, sharing, and creating media, and provides the opportunity for increasingly democratic participation and civic engagement both in and out of the school setting. In this chapter, the authors suggest the integration of participatory literacy with the College, Career, and Civic Life (C3) framework as a means of supporting students in taking informed action.

"No Backpacks" versus "Drugs and Murder": The Promise and Complexity of Youth Civic Action Research

2010 ◽  
Vol 80 (3) ◽  
pp. 352-379 ◽  
Author(s):  
Beth Rubin ◽  
Brian Hayes
Keyword(s):  
Action Research ◽  
Identity Development ◽  
Social Studies ◽  
Civic Education ◽  
Civic Identity ◽  
Civic Life ◽  
Public High School ◽  
Civic Action ◽  
New Approach ◽  
Civic Learning

Although young people have diverse experiences with civic life, most civic education practices in classrooms fail to recognize this complexity. In this article, Beth C. Rubin and Brian F. Hayes describe the results of a year-long research project that incorporated a new approach to civic learning into public high school social studies classrooms. They explore how students' disparate experiences with civic life shape civic identity development in complex and challenging ways across two distinct contexts. They offer a fully elaborated conceptualization of civic learning in settings of "congruence"and "disjuncture" and describe how the practice of connecting students'lives and experiences to the curriculum through civic action research, while promising,can also create dilemmas for both students and educators.

What Should We Teach?

We the Gamers ◽  
2021 ◽  
pp. 29-48
Author(s):  
Karen Schrier
Keyword(s):  
Social Studies ◽  
Real World ◽  
Social And Emotional Learning ◽  
State Standards ◽  
World Knowledge ◽  
Assessment Framework ◽  
Civics Education ◽  
Social And Emotional ◽  
The United Kingdom ◽  
College Career

Chapter 3 delves into the specific civics and ethics skills and knowledge that are necessary to teach. It dives into US standards, approaches, and frameworks, including the college, career, and civic life (C3) framework for social studies state standards; the civics assessment framework; the 10 proven practices for civics education; connected civics; action civics; and the Collaborative for Academic, Social and Emotional Learning (CASEL) framework. It also includes the Jubilee Centre for Character & Virtues framework from the United Kingdom. From these frameworks, the chapter poses three different themes and nine guiding questions. The three themes are real-world knowledge and action; connection and community; and critical thinking and inquiry, and the nine questions form the basis for the subsequent chapters in the book.

Framing Historical Thinking in the Digital Age

2019 ◽  
pp. 436-458
Author(s):  
Scott M. Waring
Keyword(s):  
Social Studies ◽  
Mixed Mode ◽  
Digital Age ◽  
Historical Thinking ◽  
State Standards ◽  
Civic Life ◽  
Online Environment ◽  
Four Dimensions ◽  
College Career ◽  
K 12

It is undeniable that students today are fundamentally different than those of previous generations and that many students of this generation do not enjoy history, as it is typically ranked as one of the least favorite subjects in K-12 schools. A large reason for this is the fact that much of the curriculum and instructional approaches are outdated and of little interest to students and do not mirror the approaches and methods employed by historians. As educators increasingly move towards teaching in online environments, it is critical that history educators structure instruction to meet the needs of the student, while making it effective, engaging, and authentic. This chapter focuses on ways that educators, in a mixed-mode or online environment, can attend to the four dimensions of the college, career, and civic life (C3) framework for social studies state standards: helping students in evaluating sources and using evidence, developing questions and planning inquiries, applying disciplinary concepts and tools, and communicating conclusions and taking informed action.

Personalised attraction recommendation for enhancing topic diversity and accuracy

2021 ◽  
pp. 016555152199980
Author(s):  
Yuanyuan Lin ◽  
Chao Huang ◽  
Wei Yao ◽  
Yifei Shao
Keyword(s):  
Real World ◽  
Information Overload ◽  
Two Stage ◽  
Misclassification Cost ◽  
Second Stage ◽  
Low Visibility ◽  
Recommendation Diversity ◽  
Optimisation Model ◽  
Definition Of ◽  
Improved Methods

Attraction recommendation plays an important role in tourism, such as solving information overload problems and recommending proper attractions to users. Currently, most recommendation methods are dedicated to improving the accuracy of recommendations. However, recommendation methods only focusing on accuracy tend to recommend popular items that are often purchased by users, which results in a lack of diversity and low visibility of non-popular items. Hence, many studies have suggested the importance of recommendation diversity and proposed improved methods, but there is room for improvement. First, the definition of diversity for different items requires consideration for domain characteristics. Second, the existing algorithms for improving diversity sacrifice the accuracy of recommendations. Therefore, the article utilises the topic ‘features of attractions’ to define the calculation method of recommendation diversity. We developed a two-stage optimisation model to enhance recommendation diversity while maintaining the accuracy of recommendations. In the first stage, an optimisation model considering topic diversity is proposed to increase recommendation diversity and generate candidate attractions. In the second stage, we propose a minimisation misclassification cost optimisation model to balance recommendation diversity and accuracy. To assess the performance of the proposed method, experiments are conducted with real-world travel data. The results indicate that the proposed two-stage optimisation model can significantly improve the diversity and accuracy of recommendations.

scholarly journals Betweenness centrality for temporal multiplexes

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Silvia Zaoli ◽  
Piero Mazzarisi ◽  
Fabrizio Lillo
Keyword(s):  
Information Flow ◽  
Real World ◽  
Betweenness Centrality ◽  
Temporal Structure ◽  
Shortest Paths ◽  
Single Layer ◽  
Distance Metric ◽  
Definition Of

AbstractBetweenness centrality quantifies the importance of a vertex for the information flow in a network. The standard betweenness centrality applies to static single-layer networks, but many real world networks are both dynamic and made of several layers. We propose a definition of betweenness centrality for temporal multiplexes. This definition accounts for the topological and temporal structure and for the duration of paths in the determination of the shortest paths. We propose an algorithm to compute the new metric using a mapping to a static graph. We apply the metric to a dataset of $$\sim 20$$ ∼ 20 k European flights and compare the results with those obtained with static or single-layer metrics. The differences in the airports rankings highlight the importance of considering the temporal multiplex structure and an appropriate distance metric.

INTERPRETATION IN FOREIGN LANGUAGES EDUCATION: PSYCHOLOGICAL ASPECT

2021 ◽  
Vol 54 (2) ◽  
pp. 121-129
Author(s):  
Vera B. Tsarcova ◽  
Keyword(s):  
Foreign Language ◽  
Real World ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Personal Meanings ◽  
The Subject ◽  
Definition Of ◽  
Educational Potential

The article is devoted to one of the problems of foreign language education – the definition of the role of interpretation in preparing students of special (language) directions to participate in the dialogue of cultures. Interpretation is considered as a phenomenon and as a way of comprehending reality, which allows the subjects of the dialogue of cultures to reach mutual understanding. The main characteristic of interpretation, which is necessary for the purposes of foreign language education, is its psychological character. It is determined by the psychology of the author, the psychology of the work, as well as the psychology of the reader-interpreter. It is proved that the interpretation of a work of art, which has universal, historical and personal plans, has huge epistemological and axiological possibilities. They activate the entire educational potential of interperetation (educational, developmental, cognitive, and educational). Russian Russian poet A. A. Fet (1820–1892) uses the poem “Wir saßen am Fischerhaus” by the famous German poet and publicist Heinrich Hein (1797–1856) and the translation of this poem into Russian to illustrate the interpretation technology. The poem is considered as a space of personal meanings of the author. They are the ones that are subject to interpretation and bring the reader-interpreter back from the poet's world to the modern real world. And the real world is full of unexpected cultural facts, closely related to the content of the work of G. Heine, with distant Lapland and the life of modern lapps. Thus, interpretation is presented as an educational strategy. Together with the strategies of contextualization, philologization and argumentation, it ensures the achievement of the main goal of foreign language education – the creation of an individual who can act as a genuine subject of the dialogue of cultures. The article also emphasizes the importance of the teacher as the organizer of the educational process and the subject of the dialogue of cultures.

Human and society. Didactic materials for independent work of 10th grade students of educational institutions

2020 ◽  
pp. 49-54
Author(s):  
I.I. Dokuchaev
Keyword(s):  
Social Studies ◽  
General Education ◽  
Social Life ◽  
Social Institutions ◽  
Social Progress ◽  
Federal State ◽  
10Th Grade ◽  
Definition Of ◽  
State Educational ◽  
Independent Work

The series of publications was prepared on the basis of a teaching manual addressed to 10th grade schoolchildren of schools studying the integrative course “Social Studies” (section “Man and Society”), and is a set of materials for independent work. The content of the manual fully meets the requirements of the Federal State Educational Standards of Basic General Education and work programs for secondary (complete) education in social studies. The presented theoretical and practical material reveals the main aspects of social life: the essence and functional characteristics of consciousness and activity, ideas about society and social institutions as a system, types of societies, views on culture as a cumulative spiritual experience and “collective memory”, its main institutions — science, religion, morality, education, art. Particular attention is paid to the definition of social progress and global problems of mankind.

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