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.

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.

Supporting quality social studies instruction: the social studies practices continuum

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Susan Erickson ◽  
Kerry A. Dunne ◽  
Christopher C. Martell
Keyword(s):  
Preservice Teachers ◽  
Social Studies ◽  
Teacher Preparation Programs ◽  
Inservice Teachers ◽  
Preparation Programs ◽  
Content Type ◽  
Instructional Coaches ◽  
College Career ◽  
The Social ◽  
Improving Instruction

PurposeThis article presents the social studies practices continuum, which is a tool that supports social studies teachers in implementing inquiry-based practices in their classrooms. It was designed by the authors based on similar instruments found in science education and informed by the College, Career, and Civic Life (C3) Framework for Social Studies Standards.Design/methodology/approachThe article describes the instrument's creation and describes its use with preservice teachers in teacher preparation programs, inservice teachers during district-based professional development.FindingsThe continuum has been used as a reflective tool for teachers and curriculum developers, and as a tool for instructional coaches and administrators to improve teaching practices.Originality/valueThis article offers a new tool for teachers and supervisors to use in improving instruction.

Elementary classroom libraries and social studies trade books

2019 ◽  
Vol 14 (1) ◽  
pp. 14-27
Author(s):  
Tracey S. Hodges ◽  
Katherine Landau Wright ◽  
Julianne M. Coleman ◽  
Holly Hilboldt Swain ◽  
Claire Schweiker ◽  
...  
Keyword(s):  
Social Studies ◽  
Elementary Classroom ◽  
Easy Access ◽  
National Council ◽  
Trade Books ◽  
High Quality ◽  
Content Type ◽  
The Social ◽  
Classroom Libraries ◽  
K 12

Purpose Standards and policy changes in K-12 education have created the unintended consequence of reducing instructional time spent on social studies content. This limited time devoted to social studies presumably has led to more integrated social studies and literacy instruction. The purpose of this paper is to document the types of high-quality social studies children’s books found in classroom libraries across five states. Design/methodology/approach In the present mixed methods study, the researchers utilized a database of 60 classroom libraries across five states to identify which high-quality trade books, defined by the National Council for the Social Studies, were present. The researchers document trends in both frequencies of books and social studies content across decades, classrooms, grade levels and states from 1972 to 2015. Findings The findings indicate that National Council for the Social Studies (NCSS) Notable Trade Books for Young People texts are largely missing from the elementary classroom libraries the researchers sampled. Of the 5,544 unique titles included on the NCSS lists from 1972 to 2015, 453 were located in the US classroom libraries database, representing 8.17 percent of books found on the notable lists. Originality/value Before teachers can take steps toward integrating social studies and literacy, they need easy access to high-quality social studies texts. Many high-quality trade books are recommended each year for exposing students to social studies content; however, the researchers found limited numbers of these books in classroom libraries. The researchers recommend the lists be circulated to a wider audience to inform more teachers about these texts.

The Effectiveness of Interactive Maps in Secondary Historical Geography Education

2006 ◽  
pp. 16-33 ◽  
Author(s):  
Whitney Taylor ◽  
Brandon Plewe
Keyword(s):  
Social Sciences ◽  
Social Studies ◽  
Historical Geography ◽  
Geography Education ◽  
Test Results ◽  
Interactive Maps ◽  
Interactive Mapping ◽  
The Social ◽  
K 12 ◽  
Core Part

Social Studies, including history and geography, is a core part of most state curriculum standards for K-12 education, and for the most part is in need of improvement. Among the technological solutions that have been developed, interactive maps show promise in making the complexities of the social sciences (especially historical geography) more interesting to students, and easier to visualize and understand, without demanding significant investments by schools. A two-group experiment examined this potential for the 7th Grade Utah Studies curriculum. After completing an exercise to analyze possible historical and geographical causes of settlement patterns in Utah, students using interactive maps showed significantly better improvement between a pretest and posttest than students using paper maps. Although some of the test results were inconclusive and highlighted technological and resource obstacles to the widespread adoption of interactive mapping in the classroom, it has been shown to help students learn social studies in a deeper, more engaging manner.

Exploring Guild Participation in MMORPGs and Civic Leadership

2010 ◽  
pp. 176-204
Author(s):  
Adam Friedman ◽  
Richard Hartshorne ◽  
Phillip VanFossen
Keyword(s):  
Social Studies ◽  
Role Play ◽  
World Of Warcraft ◽  
National Standards ◽  
Survey Study ◽  
Content Standards ◽  
The Social ◽  
Social Studies Teacher ◽  
Civic Leadership ◽  
K 12

This chapter reports the results of a survey study of the civic engagement and participation of guild members in the massively multi-player online role play game (MMORPG) World of Warcraft (WoW). Further, the authors explore the implications of the results of the study for K-12 social studies education. Specifically, the authors focus on the potential of MMORPGs such as WoW for meeting content standards in the social studies—in this case, the National Standards for Civics and Government--and for impacting on pre-service social studies teacher education.

scholarly journals The Opper Project: Collaborating with Educators to Promote the Use of Editorial Cartoons in the Social Studies Classroom

2009 ◽  
Vol 10 (2) ◽  
pp. 70-94 ◽  
Author(s):  
Jenny E. Robb
Keyword(s):  
Social Studies ◽  
Higher Learning ◽  
Special Collections ◽  
Institutions Of Higher Learning ◽  
The Social ◽  
Primary Documents ◽  
Editorial Cartoons ◽  
Physical Objects ◽  
K 12

Curators, archivists, and librarians who work in special collections, including those affiliated with institutions of higher learning, are increasingly debating the advantages and importance of serving wider user populations, with particular emphasis on K–12 educators and students. Likewise, K–12 teachers have been increasingly encouraged—even mandated—to make use in their pedagogy of the kinds of primary documents that are located in special collections and archives. The challenge for special collections professionals is to know what might be useful in the K–12 classroom and how to make it available in a way that protects the physical objects. . . .

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.

Empowering students for social action in social studies

2021 ◽  
Vol 102 (5) ◽  
pp. 42-46
Author(s):  
Laura F. Bond ◽  
Maurice J. Elias ◽  
Samuel J. Nayman
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
Learning Strategies ◽  
Social Action ◽  
Student Voice ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
The Social ◽  
Citizenship Skills

In these challenging times, it is essential to activate student voice and prepare them for civic engagement and social action. Social-emotional learning strategies integrated into the social studies curriculum help to accomplish just that. Laura Bond, Maurice Elias, and Samuel Nayman describe the STAT program, which enables students to build both social-emotional and citizenship skills that will help them to take action on the issues they care about now and in the future.

Discipline and the Social Studies Classroom, Grades K—12

1995 ◽  
Vol 86 (4) ◽  
pp. 175-182 ◽  
Author(s):  
Charles H. Wolfgang ◽  
Karla Lynn Kelsay
Keyword(s):  
Social Studies ◽  
The Social ◽  
K 12
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