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Examine how social studies preservice teachers conceptualize and enact critical historical inquiry.

Critical qualitative case study.

Differing conceptual understandings and had trouble infusing their practice with the critical theory learned in the university.

Examine how a core practice is bolstering the practice-theory connection in teacher education.

The aim of this study is two-fold: (1) to promote a model of youth participatory research and offer a window of understanding into how it can be enacted and (2) to understand youth perspectives on youth empowerment. This study asks: “how can youth help us understand youth empowerment?”

The study applies youth participatory action research (YPAR) and interpretative phenomenological analysis. The study illustrates how to enact a model of YPAR by engaging youth in the process of research in a youth-serving community non-profit organization.

This study sets out to make two important contributions, one methodological and one theoretical: First, the study contributes to our understanding of the opportunities and benefits of youth-engaged, peer-to-peer research. Specifically, this study promotes a model of youth participatory action research and knowledge making processes, and the associated social and formal benefits for youth. By extension, this study illustrates an approach to engage youth in formal contexts which has implications for both management and organizational studies and education. Finally, the study extends our understanding and conceptualization of the phenomenon of youth empowerment (as informed by youth perspectives).

The study offers insight into how to conduct youth participatory action research and specifically how to address two limitations cited in the literature: (1) how to authentically engage youth including how to share power, and (2) how to perform youth participatory action research, often critiqued as a black box methodology.

This study aims to explore scientific discourses on vaccination in YouTube comments using the Connectivism theory as a foundational guide in the inquiry of understanding knowledge seeking and sharing. The authors sought to understand how individuals share and seek information by using external sources through URL links to validate their arguments.

Using content analysis, the authors extracted and analysed 584 random comments with URL links from eight YouTube videos scientifically addressing the purpose of vaccines. The comments were coded by stance (pro, anti, and neutral) and the type of resource to observe how their links were used.

The results showed that URL links were composed of quotes, questions, and opinions. Many sources came from research papers, conspiracy websites, or other videos. Some of the comments did not accurately reflect the information from research papers and showed little scientific reasoning. This suggests the need for critical evaluation among individuals when finding information online.

The findings can be expanded to explore different types of information literacy practices in the comment section of social media for both informal and formal environments.

YouTube is useful in fostering scientific discourse and information-seeking/sharing practices among individuals. However, considering the inaccuracy of content deliverance, educators and individuals will need to consider how to teach/conduct information literacy skills when implementing social media for educational purposes.

Only a few studies have conducted research on comments using URL links, the originality of sources and how the sources were used in argumentation.