The three R’s: reading, (W)Riting, and researching through multi-genre project
Social Studies Research and Practice
ISSN: 1933-5415
Article publication date: 23 May 2017
Issue publication date: 23 May 2017
Abstract
Purpose
The purpose of this paper is to examine how the authors, two teacher educators, planned for and guided 23 students (teacher candidates) through a multi-genre historical inquiry experience, integrating instruction on the Inquiry Arc and writing process, during a co-taught literacy and social studies methods course. The authors describe the ways in which the students demonstrated both active and passive participation and resistance to this process/project, and the related implications.
Design/methodology/approach
Using an action research approach, this paper reports analysis and interpretation of lesson plans, course materials, debriefing notes, field notes, student response notebooks and intermediate and final inquiry project artifacts.
Findings
All students demonstrated gains in content knowledge through their products, oral presentations, group discussions, or conferences with the authors; and all gained experience with the Inquiry Arc and process writing. Many students saw the benefits of collaboration and social construction of knowledge as they moved toward more central participation.
Practical implications
Instructors cannot mandate full participation in any task, but can influence the conditions (i.e. pedagogy, task, scaffolding) to increase the possibility of positive peer interactions and learning.
Originality/value
This paper contributes to the knowledge of teaching and learning innovation in teacher preparation coursework.
Keywords
Citation
Roberts, K. and Brugar, K. (2017), "The three R’s: reading, (W)Riting, and researching through multi-genre project", Social Studies Research and Practice, Vol. 12 No. 1, pp. 42-55. https://doi.org/10.1108/SSRP-03-2017-0005
Publisher
:Emerald Publishing Limited
Copyright © 2017, Emerald Publishing Limited